Reading is the most basic tool used in learning and acquiring knowledge. Reading skills gained through education plays an active role in gaining different kinds of knowledge and skills in school life. It is very important for students to have sufficient reading skills in the first grades of primary school. Because this skill plays a key role in…

This is a mixed methods study that explored instructional reading strategies that were used by kindergarten, first-, and second-grade teachers who met and/or exceeded expected growth in EVAAS from 2017-2019. Research by John Hattie, Douglas Fisher, Nancy Frey, and Robert Marzano are included in the literature review of this study. Data were…

Comprehension is the overall goal of reading. One approach to help students increase their comprehension is to discuss a text in small-group settings. Yet, many students struggle to fully engage in meaningful discussions within these groups. Students' ability to retain and share what they read is one reason for this lack of discussion. Teaching…

Motivating reluctant readers has always been a challenge. The author designed a conference structure in which explicit evidence of the student's progress is presented. The structure includes a review by the teacher of the student's prior reading level and documentation of the student's current skills. A conference with the student follows in which…

Constructivism is somewhat opposite of a mandated curriculum. It does not emphasize testing to ascertain pupil achievement. Nor is it a teacher determined reading curriculum. A formal reading curriculum with measurably stated objectives would not harmonize with constructivist thinking. Flexibility is a key concept in describing, in part, its basic…

The purpose of this study was to explore practices from the Reading First Grant implementation, which itself no longer exists, with an intent of identifying those practices that have continued to be utilized through the Response to Intervention process and the practices that have changed in the interim. This research reports the results of an…

The alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children. Explicit phonics instruction and extensive practice are important when teaching children to learn the alphabetic principle.

Repeated reading is a popular intervention used to help struggling readers by exposing them to the same text multiple times. While the approach has been effective in L1 and some EFL settings, little research has explored its effectiveness compared against a control group or among ESL learners. Our study examined reading rate gains using words per…

In Botswana, Special Needs Education has been implemented for 25 years with some success but there is still a need for evidence-based methods like Frequency Building, behavioural fluency, and Precision Teaching to be used to measure and improve school performance and learning. We explored the impact of these behavioural technologies on reading…

This study aimed to probe whether using the backward summary technique led to reading comprehension enhancement among non-English major university students at the Islamic Azad University of Babol, located in Babol city, in the North of Iran. 120 B.S. level nursing and microbiology students were randomly selected from a population of non-English…

Metacognition refers to the capacity to reflect upon our own cognitive processes. Its contribution to reading development, when children start building their orthographic lexicon, still remains unknown. Here, we evaluate the metacognitive efficiency of children aged between 6 and 7 years old (N = 60) in 5 experimental tasks; four linguistic tasks…

In this article, the author considers the affordances of bringing theories of affect (e.g., Davies, 2014; Dutro, 2019; Leander & Boldt, 2013) to understandings of meaning-making with culturally sustaining picturebooks within an intervention setting. Culturally sustaining picturebooks are defined as books reflective of multiple languages and…

Educators' support when using informational text in kindergarten is foundational to children's comprehension and future learning. Prior research has not offered clear insight into their help when children experience difficulties during informational text comprehension instruction. The current study examined one kindergarten educator's support.…

Due to barriers to kindergarten readiness, many kindergarten students do not enter kindergarten with the prerequisite skills needed for reading. A number of students do not leave kindergarten with adequate reading skills needed for future success. As a result, students are ill-prepared for first grade and are at risk for future reading failure.…

Though researchers have demonstrated that adaptive practice software is an effective tool to use with primary grade students, they have not fully established the impact blended eLearning tools have on upper elementary students in a suburban school setting. The problem facing one southeastern state district was that their schools had selected…