Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

This study focuses on teaching Engineering students reading skills in the English classroom. The methodology comprised conducting surveys--with the aid of three questionnaires--to gather the views of Engineering students, English faculty, and Engineering faculty on how reading skills could be taught and learned effectively. In addition, the…

Educators have, to this point, largely viewed the Common Core State Standards (CCSS) and Response to Intervention (RtI) as important but unrelated initiatives. This view is problematic because it fails to acknowledge the potential for RtI to support readers who struggle to meet sophisticated standards and because it fails to attend to ways in…

Reading comprehension is a critical skill for student success in school, the workplace, and daily life, yet many students display significant reading comprehension deficits. This article describes the impact effective strategy instruction can have on the reading outcomes of students with learning disabilities and related challenges. A discussion…

The ability to read English is essential in academic settings, but it can pose challenges for EFL students, potentially impacting their academic performance. This study investigates the expectations that EFL university teachers have for their English major students' reading and the challenges that the students encounter while reading English.…

Purpose: The purpose of this study was to examine speech-language pathologists' (SLPs) opinions on their scope of practice related to reading, self-reported background training, current caseloads, and confidence in their abilities to define, assess, and provide effective treatment for reading-related difficulties. Method: SLPs (N = 271) from…

Research has been conducted on the science of reading and how students learn to read. This knowledge has not increased reading achievement in middle school. Reading scores in grades 6-8 across America are declining. The gap for students with disabilities is widening. Luhmann's Systems Theory provided a framework for understanding an organization…

This qualitative descriptive study explored which components of intervention programs, if any, influence grade retention of struggling readers at the elementary school level in one school district on the East Coast. Multi-tiered systems of supports (MTSS) is the theoretical framework that guided this study. The sample group consisted of 12…

This study highlighted the school collaboration and process involved in implementing Tier 1 reading instruction in a rural school in New Mexico and measured the efficacy of this model on student outcomes. Our participants included seven elementary grade teachers, two special educators, one principal, and 106 students in Grades K-6. Our process…

The study aims at investigating the difficulties encountered by English centers teachers of multileveled classes in teaching reading comprehension, and suggests some suitable strategies that can alleviate the problems. To run the study, thirty-four language center teachers from Khartoum State are the sample of the study. A questionnaire, supported…

One of the main reasons why students with learning disabilities have difficulty in reading comprehension is their inability to have metacognitive skills such as planning, monitoring and evaluating their reading performance. In this context, the study aimed to investigate the effects of the TWA strategy ["Think Before Reading, Think While…

To address the needs of middle school students who experience difficulty with reading, students are often placed in reading intervention programs to improve literacy skills. This study explores the question: in what ways do students successfully and unsuccessfully use self-initiated comprehension strategies in their efforts to engage with…

The aim of this study, in which one of the qualitative research approaches, the case study design, was used, was to remedy reading problems and develop reading skills in a fourth grade primary school student with sound, syllable and word recognition exercises. The study covers 38 lesson periods in the autumn term of the 2018-2019 academic year.…

Using theories of positioning, emotion, and power as a lens, this study explores the lived experiences of a reader labeled as struggling who was enrolled in four different course contexts: traditional high school English, high school remedial reading, high school Young Adult Literature, and college English. Interview data suggests the participant…

Recently, education and literacy researchers have acknowledged educational merit in guided reading that incorporates interactive and authentic reading texts, such as graphic novels, which meet the needs of today's predominantly multimodal learners ( Jennings, Rule, & Zanden, 2014; Kist & Pytash, 2015). This qualitative study explores…