Promoting Adolescents' Comprehension of Text (PACT) is a text- and discourse-based set of instructional practices that engage students with disciplinary texts as a means of building content knowledge and improving reading comprehension. PACT)s "efficacy" has been the subject of extensive previous trials. The purpose of this study was to…

Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate…

Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…

To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This…

Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…

The degree to which a student expresses a reading difficulty is always an interaction between the child's opportunity to learn (due to absences, instructional quality, or other issues) and the extent of the student's reading impairment. Thus, youngsters who are provided a genuine opportunity to learn to read--including high-quality, explicit,…

This study examined the effects of a small group intervention targeting paraphrasing and text structure instruction on the main idea generation and reading comprehension of students with reading disabilities in Grades 4 and 5. Students (N = 62) were randomly assigned to receive the Tier 2-type intervention or business-as-usual instruction.…

A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data indicate that many students with and at-risk for reading disabilities require more intensive reading interventions. This chapter utilizes the theoretical model of the Simple View…

Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…

We examined the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms. Using a within-teacher randomized control design, 18 eighth-grade teachers' social studies classes were randomly assigned to a treatment or comparison condition. Teachers taught all their classes…

We examined the influence of teachers' use of instructional time on students' learning within the context of a randomized controlled trial investigating the effects of a content-area reading comprehension intervention. Participants were 8th grade social studies teachers who had their classes randomly assigned to either Promoting Acceleration of…

This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a…

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…

Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading…

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier…