Although the field of school psychology currently calls upon practitioners to implement evidence-based interventions to address reading deficits, the literature base is limited and inconclusive when it comes to effectiveness of reading interventions at the high school level, especially with older adolescents with reading disabilities. The current…

The purpose of this study was to determine the reading achievement effects of a school-year-long program of sustained silent reading in a middle school. Students' scores on the Stanford Achievement Test, Ninth Edition across three years (2006, 2007, and 2008) were analyzed to test eleven null hypotheses. A 3 x 3 repeated measures factorial ANOVA…

Children from non-English-speaking homes are doubly disadvantaged when learning English in school. They enter school with less prior knowledge of English sounds, word meanings, and sentence structure, and they get little or no reinforcement of their learning outside of the classroom. This article compares the classroom standard practice of…

The Reading Enrichment/Achievement Demonstration Project (READ) has provided continuing studies, since 1976, of sustained silent reading programs that use paperback books. The 1980-81 Project READ involved 1,100 young people in the juvenile justice system who attended 25 alternative schools and community-based programs. The public school portion…