This study examined the effect of mobile-mediated dynamic assessment on reading comprehension and reading fluency skills of Iranian L2 learners. With 50 Iranian L2 learners, randomly assigned to the experimental and control groups, a pretest-posttest control group design was used. Whereas the control group received traditional instructor…

The purpose of this quantitative study is to examine what impact volunteer tutoring has on improving the reading standardized test scores of K-2nd elementarystudents in East Baton Rouge Parish public schools. An Ordinary Least Squares (OLS) multiple regression was conducted to analyze the extent in which Volunteers in Public Schools' (VIPS)…

In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned…

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…

This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n…

This study investigates the impact of the MindPlay Reading program on student literacy achievement in Dayton City Schools, Ohio, during the 2021-2022 academic year. A correlational analysis was conducted in collaboration with LXD Research to examine the relationship between MindPlay usage and student outcomes on literacy assessments. The sample…

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten;" RRK) and its promise to improve outcomes for kindergarten…

The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained…

Data collection procedures using adapted Curriculum-Based Assessment (CBA) and Curriculum-Based Measurement (CBM) were developed for deaf and hard of hearing students. Results from statistical analyses through linear regression indicated that reading fluency scores using CBA and CBM materials adapted for deaf and hard of hearing students…

The academic success of dual language learners (DLLs) has been studied extensively, but few studies have investigated the effectiveness of the Scott Foresman Reading Street (SFRS) program on DLL struggling readers. The purpose of this quantitative study, grounded in the linguistic interdependence theory, was to compare the Measure of Academic…

The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups…

This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students' goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at risk for reading difficulties (n = 25, M[subscript age] = 8.99, SD = 0.38). Using a…

The purpose of this study was to examine the role of executive function (EF) skills (i.e., working memory, cognitive flexibility, and inhibition) in supporting the development of reading fluency in elementary school students with dyslexia. Participants were 47 students (i.e., second to sixth grade) attending a private school in the Mid-South…

We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly revising its content and adding a repeated-reading (RR) component. In a cluster-randomized trial, we conducted a component analysis of the revised program by creating two versions of it.…