Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

This study explored how teachers' feeling of self-efficacy in providing Social Emotional Learning (SEL) instruction helps students academic performance. Students' trauma, or adverse childhood experiences, can influence how academically successful they are (Brunzell et. al, 2018). One consequence of trauma in young children is emotional…

This brief focuses on the 2023-2024 school-year implementation of "My Reading Academy" by the Early Learning Coalition of Palm Beach County (ELC PBC) that led its deployment in voluntary pre-K (VPK) classrooms across the School District of Palm Beach County (SDPBC) and independently operated for-profit and nonprofit centers, including…

This study explored students' prosocial efficacy and reading outcomes in a culturally relevant summer reading program for underrepresented students. From a positive developmental approach, the reading program focuses on topics rooted in multicultural education, with books organized according to themes such as making a difference for oneself, one's…

Student mobility that occurs within a school year may be especially disruptive for student outcomes, yet little is known regarding the predictors of within-year mobility. In particular, research has yet to comprehensively examine the role of student achievement in predicting within-year student mobility. Thus, we sought to understand this link by…

This brief highlights Tyler Independent School District's 2022-2023 and 2023-2024 implementation of "My Reading Academy," an adaptive, supplemental solution with interactive learning games, instruction, and books in English, designed to create fluent, strategic readers. "My Reading Academy" was offered to Emergent Multilingual…

Recently, concerns have been raised about Arabic-speaking students' reading achievement in Israel. Understanding language teachers' ability to identify poor reading skills is crucial to improve students' literacy outcomes. This pilot study examined three main aspects: the factors Arabic-speaking language teachers use to determine their third-grade…

This study investigates the determinants of educational inequality between OECD and non-OECD countries using data from the PISA 2022 dataset. By focussing on factors such as parental education, perceived socioeconomic status, food security, and access to digital devices, the study provides a comprehensive analysis of how these variables impact…

How to bridge the gap between the reading skills of rural-to-urban migrant children and children with urban permanent residence has long been a big challenge in the field of language and family education research. However, very few studies have focused on high-level reading skills and their association with the home literacy environment and…

Drawing on administrative data and reading achievement data provided by two Midwestern school districts for three schools, we analyze the literacy impacts of a replicable summer reading program, Kids Read Now. The program includes both school-based and home-based components that together encourage students to remain engaged in reading high-quality…

This systematic review and meta-analysis explores the impact of motivational reading interventions on the reading achievement and reading motivation of school-age students. Results of preliminary searches for--and inspection of--the existing meta-analytic literature suggest that while there exist published meta-analyses on motivational reading…

If the science of reading is the solution, then why are so many Black and Brown children not reading well in school? Reconciling the science with the lived experiences of children who are vulnerable to poor academic achievement in school may be requisite to unlocking the transformative innovation needed to ensure that every child can read and…

Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant…

Indiana public school districts are seeing a decline in third-graders' reading proficiency, and as of 2019, Indiana public school districts have implemented the national professional teaching standards for three decades. Previous research studies do not provide a consensus if a statistically significant relationship exists between employing…

Learning to read at a young age continues to be one of, if not the most, important skill for children to acquire. Even though there is an extensive amount of research written about how to teach young children to read, a gap in the literature exists in the direct role of the elementary principal in the process. Because of the necessity for direct…