More than fifteen million native Chinese-speaking children are at risk for reading difficulties (RD), making effective Chinese reading interventions crucial for enhancing individual and societal well-being. A total of 51 studies from 2,015 children aged 6 to 13 years were included in the current meta-analysis to examine what works for reading…

Ohio elementary schools are moving to the Science of Reading, an approach that emphasizes phonics along with vocabulary- and knowledge-rich content. Keen on learning what this transition looks like inside classrooms, the Thomas B. Fordham Institute asked Ellen Belcher, a former journalist with the Dayton Daily News, to visit Margaretta Local…

Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly…

Strong reading and literacy skills are essential for students' success in K-12 and beyond by providing the foundation for understanding the world and communicating effectively. This Spotlight will help readers learn how classroom conversations can boost reading proficiency; identify research on how to get students absorbed in reading; examine…

Discover the value of small-group reading instruction that accommodates students' individual literacy needs. Author Julie A. Taylor provides lesson plan templates to incorporate small groups into any learning structure. Teachers will design laser-targeted skills and strategy lessons to create more productive, positive, and equitable classrooms by…

Despite the preponderance of research on extensive reading (ER), the research field still suffers from a lack of common understanding of what ER is and how it should be implemented. From the perspective of Day and Bamford's (2002) seminal ten principles for teaching ER, the present methodological synthesis aimed to systematically review and…

This systematic review aims to research, analyze, and synthesize peer-reviewed studies using guided reading or small group reading instruction as an intervention with K-12 students within the last ten years. Guided reading is a differentiated reading approach tailored to a reader's needs and is structured in small groups. The three reading skills…

Reading is one of the main skills to be learned and used in schools and through the entire life of an individual. Its crucial importance made reading one of the central topics in different academic disciplines such as education, psychology, linguistic and neuroscience. Advances in multidisciplinary approaches to and studies of reading gave us the…

From the authors of "Powerful Literacy in the Montessori Classroom", this new book focuses on the practical implementation of Montessori teaching and assessment methods in pre-K-6th grade classrooms. The authors describe how reading research and Montessori's scientific pedagogy and language curriculum play out in actual classrooms…

The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency,…

Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly…

This qualitative study explored the perspectives of literacy teachers in grades 3-6 regarding how the Science of Reading (SoR) has influenced teacher beliefs and instructional practices in relation to fostering students' critical literacy skills. The research was framed around the following three questions: What are literacy teachers' current…

Debates about how to teach reading have continuingly aligned with political agendas in the United States. In this article, we reveal ways in which educational journalism uses metaphor to align the "science of reading" with values and beliefs held by conservative Christian religious groups. Through a critical metaphor analysis of 24…

This research explored ways in which educators can provide learners with differentiated instruction through student choice that provides engagement to positively interact with a student's reading identity. Throughout their learning journey, learners may have both positive and negative experiences with reading that directly affect their reading…

In this article, I provide an examination of research evidence concerning the effects of classroom instruction (Tier 1) for students with dyslexia and other reading problems. I discuss the suitability and limitations of different types of research evidence that may be used to determine how best to support the learning of these students in the…