American Samoa, a U.S. territory, has grappled with low reading scores similar to other mainland schools. As a result, different reading interventions were implemented over the years. The problem studied was that despite using Achieve 3000 as a reading intervention for students in the local high school in American Samoa, reading scores had…

Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible…

The purpose of this study was to compare virtual school students' learning outcomes with traditional school students' learning outcomes in Texas. The research design was a quantitative study using a retrospective causal-comparative design. The researcher used archival state assessment data to compare the learning outcomes of K-12 virtual school…

There have been minimal studies on tutoring programs that pair elementary students with teenage tutors (Jacob et al., 2016). Innovative tutoring programs are important as student reading achievement has declined since the onset of COVID-19 and school systems face instructional staff shortages. Through the lens of Self Determination Theory, this…

The problem is that fourth-grade students in the United States are not meeting reading proficiency benchmarks. Phonemic awareness is a strong predictor of reading success; however, few studies have investigated its effectiveness for intermediate elementary students who are at risk or struggling readers. The purpose of this quantitative…

Teachers' expectations of student capabilities can meaningfully affect future achievement. However, the consistency of teachers' expectations over time and their differential impact by student gender and ethnicity have not been thoroughly investigated in the context of students' reading achievement. The current study investigates the longitudinal…

There is a body of literature reporting that pre-K programs have significantly large effects on student academic performance in later years. Also, economically disadvantaged students who attended high-quality public pre-K programs were reported to have better academic outcomes than those who attended lower-quality programs. This study conducted…

Although writing instruction can positively impact reading for students across grades and levels of literacy, the extent to which these findings generalize to young students with literacy difficulties is unclear due to the dynamic nature of reading-writing relations. The purpose of this meta-analysis was to examine the effects of writing…

Aurelius School District used Curriculum Associates' i-Ready program, which was philosophically aligned to the science of reading and included i-Ready Diagnostic, i-Ready Instruction, and Teacher Toolbox, to improve Cole Middle School students' reading achievement. Because of the high monetary cost of i-Ready, the school district was considering…

The No Child Left Behind Act of 2001 and the Every Child Succeeds Act of 2015 have significantly emphasized student academic outcomes in recent years. As a result, school districts are seeking strategies to increase student achievement and incorporate required standards and goals. Reducing scheduled physical activity time that students in…

Repeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students' prior abilities. N = 304 primary school students were randomly assigned to…

Background: Metacognitive reading strategies, such as monitoring and regulating one's reading processes, are critical for enhancing reading comprehension and achievement. However, their effectiveness can vary across different educational contexts and student populations, necessitating flexible instructional approaches. This study examines the…

The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students' literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to…

Engagement in digital reading assessments has been underexplored in spite of its importance for assessment and instructional design. In this study, we used different engagement indicators in two ePIRLS tasks (n[subscript 1] = 14,324, n[subscript 2] = 15,026) to identify engagement profiles, and interpreted them using the three-dimensional model of…

Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level.…