Reading researchers have suggested that teachers struggle with implementing differentiated instruction (DI) in the reading classroom; however, researchers have found that differentiation improves student reading achievement. The purpose of this basic qualitative study was to examine reading teachers' perceptions of implementing DI in the reading…

To explore how teachers' beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers' beliefs (acceptability, feasibility, self-efficacy) and…

Kindergarten teachers must balance the competing interests of meeting grade level standards, including teaching students to be literate, and integrating developmentally appropriate practices. Students need to have opportunities to read, write, listen, and speak; however, a didactic, teacher-centered approach is not in the best interest of young…

Millions of children in the United States struggle with reading acquisition, many of whom are identified with developmental dyslexia (DD). Although experimental research indicates that evidence-based reading interventions can bring many of these children to average-range reading skills, such promising outcomes are not commonly achieved within K-12…

This article examines findings from an umbrella review of 95 systematic reviews and meta-analyses on effective reading instruction. The analysis highlights that reading is a multifaceted process, requiring the integration of key components such as decoding, comprehension, fluency, and motivation. The review underscores the importance of early…

The purpose of this qualitative descriptive study was to explore how elementary Reading Recovery teachers, who are currently serving in the position of Reading Recovery teachers or who have served previously in the position, describe their perceptions of and response to professional development for implementing reading instructional practices in a…

The problem addressed by the study was African American and Hispanic students' literacy scores remain the lowest of all ethnicities at high schools in a district, despite the implementation of numerous initiatives and curricular platforms. The purpose of this basic qualitative study was to investigate how high school teachers perceive their…

This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional…

This study was designed to highlight how students best learn to learn to read, best practices of reading instruction, innovative resources, and effective instructional strategies. The aim of this dissertation was to address the problem of kindergarten through fourth grade students in the United States not reading on grade level. The purpose of…

In 2020, the state of Florida strategized to improve reading instruction for K-12 students by mandating all elementary and literacy teachers receive a reading endorsement. In response to the mandate, the University of Florida's Lastinger Center for Learning developed an online, asynchronous, self-paced teacher professional development program to…

This article describes the challenge of engaging educators in professional development (PD) that is timely and relevant to their work, and effective in stimulating instructional changes to improve student learning. The authors highlight the competing needs and goals for PD that create tensions among the external accountability demands, school…

English learners (ELs) make up a significant portion of the nation's K-12 student population who come from culturally and linguistically diverse backgrounds. ELs bring a wealth of diversity to the United States' education system; however, teachers' limited knowledge and practices that integrate ELs' cultural, linguistic, and prior educational…

The integration of technology into classrooms at all levels of education is ubiquitous, however, some educators are experiencing challenges in implementing technology into their instruction. This study sought to identify ways to support Kindergarten educators (teachers and Early Childhood Educators [ECEs]) to enhance reading instruction with…

Despite various instructional efforts, the second grade students in a mid-sized Southwestern school district failed to progress in reading. Although differentiated instruction has been shown to improve literacy skills for young readers, many teachers at the study site did not differentiate instruction for all students. Grounded in theories of…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…