The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention…

Time is limited. Teachers often struggle to address the diverse needs of learners in their classrooms, especially when faced with academic and social skills concerns. Finding effective ways to teach social skills in the context of academic instruction makes sense. Books by Dr. Seuss provide a variety of high-interest stories that can be used to…

Increasingly, music teachers are required to assist, tutor, or teach reading skills in the music classroom. In the effort to meet such mandates, music teachers may be challenged to either relinquish valuable music instruction time or attempt to combine instructional strategies of both music and reading into singular lessons, units, and classroom…

Idioms occur frequently in classroom language. Students with literacy or language weaknesses are often challenged by idioms; therefore, the failure to comprehend idioms can impact academic performance. Four 7th-grade female students (mean age: 12 years, 6 months) participated in a multiple baseline single subject study during their general…

The effects of two systematic methods of phonics instruction for children with significant cognitive disability were compared. Fifty-two participants, aged 5-12 years were randomly assigned to one of three treatment groups: (i) a synthetic phonics instruction, (ii) an analogy phonics instruction group, and (iii) a control group. Participants in…

In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component "skills" of reading, an assumption vigorously contested in this…

This study examines interactions between teachers and students during reading comprehension instruction to determine how certain patterns of teacher-student talk support student comprehension achievement and reading engagement. The central focus of the study is "conceptual press discourse," a pattern of teacher response that includes requests for…

Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners' and policy makers' understanding of dyslexia itself, it is important to carry out an exploration of the…

Reading and vocabulary instruction can serve as an instructional process to respond to English language learner (ELL) needs. The purpose of this review of literature was to determine whether reading and vocabulary instruction should be used as core strategies for supporting ELLs requiring interventions as a response to the Texas English Language…

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and…

This article shares the experience of a teacher investigating the tension between a mandated literacy program and his desire to teach in response to his perceptions of students' needs. Qualitative teacher research methodology is used to study the impact of mandated literacy practices on teaching and learning; and to answer the question: how is my…

How do children excel in learning if they struggle with the basics of reading? The question of helping struggling readers shows progress and broadening their minds with intelligent information is being researched every day. Research suggests that there are many strategies and interventions for students achieving below their reading grade level…

Reading bestows enjoyment and enlightenment. It unlocks the unknown. It is a complex cognitive activity that is indispensable for the kind of knowledge society. So the students of today's world must know how to learn from reading and to enter the present literate society. One who reads can lead others to light. People who read can be free because…

The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is…

The contemporary workforce requires technical and reading skills (Shanahan & Shanahan, 2008; The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, Society of Human Resource Management, 2006). Technical skills allow workers to perform specific workforce tasks, while reading skills are generally needed by…