This design case records a design competition project in which the team adapted various user experience (UX) design methodologies to instructional design in support of China's K-6 rural school teachers for the increasingly challenging teaching requirements on reading literacy. The solution landed on a mobile application design, YoungRead. The…

The cross-sectionality of reading deficits and problem behavior begets many concerns including how exclusionary discipline is funneling Black students with reading deficits along the school-to-prison pipeline. Using a qualitative case study approach, this study investigated reading teachers' reports of the barriers they experience in predominantly…

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…

This case study explores the trajectory of a reading teacher's self-directed development when implementing drama-based pedagogy in an under-resourced College in China. Through qualitative analyses of multiple data sources collected over one semester, the study demonstrates that the teacher's self-directed use of drama-based pedagogy following…

This quantitative study investigates the influence of teachers' emotional intelligence on student achievement in an American curriculum international school setting in Bangkok, Thailand. Amidst concerns over student proficiency levels in the United States and Thailand, the study aimed to identify whether teachers' emotional intelligence is linked…

The study was conducted to investigate the practices of teaching reading skills in grade nine of Dil-Ber Secondary School in Addis Ababa, Ethiopia. A descriptive case study research design was used to meet this objective. Out of 347 total student population and 4 English teachers, 30% of the students i.e. 104 of them and all the 4 teachers were…

Researchers have known for several years that when a child is reading below proficiency by the end of third grade, it is likely the child will continue to struggle learning to read through the child's academic career (Dickinson & Porche, 2011; Wasik & Hindman, 2011). Yet, the problem of children falling below third grade reading…

Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and…

The study examined how, in the current context of reading reform, teachers' beliefs coalesced and aligned with prevailing paradigms of reading instruction (Science of Reading, Balanced Literacy, and Whole Language). The sample included 14 graduate students (in-service teachers) and 13 undergraduate students (pre-service teachers). Q Methodology…

Recent decades have witnessed growing attention to child reading education, but research on reading teacher training remains scarce, constituting an impediment to the further advancement of reading instruction. This study seeks to explore the paths to improving reading teachers' professional competence via structured training, using Qinjinmuyu's…

This research aims to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. Using pre-determined reading materials. Using Google Forms, this study utilized the…

This article describes a literacy methods course designed to introduce reading specialist candidates to research-based practices for comprehension instruction. Specifically, this article focuses on a sequence of assignments and class sessions within that course that introduced theoretical perspectives about comprehension processes and how those…

The problem addressed through this research study was although kindergarten through Grade 3 (K-3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K-3 reading teachers' perspectives…

Literacy researchers have found that using evidence-based intervention strategies with students receiving response to intervention Tier 2 services impacted the support they receive. The problem was that researchers had not examined how elementary reading intervention teachers decided how to use effective evidence-based, culturally responsive…

There is an interconnected issue of lack of student achievement in reading and professional training around reading for teachers. This study sought to understand if self-reflective professional development in the area of the science of reading improves teacher confidence in teaching reading. The participants of the Cycle 1 process consisted of K-2…