This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest.…

Many school systems mandate sight word mastery by their students, and this can be challenging for certain student populations. With a Professional Development School, college interns conducted an inquiry project with struggling first graders to learn required sight vocabulary. The inquiry project explored the use of American Sign Language to…

This study examined the differential effects of two components of the Interactive Strategies Approach (ISA) professional development program on outcomes related to teacher knowledge, teacher practice, and student reading achievement. The professional development for teachers focused on word solving skill among struggling first grade readers. The…