English proficiency difference among students is a challenging pedagogical issue in EFL classrooms worldwide. Collaborative digital storytelling has been adopted in language learning settings to increase motivation and engagement, especially for young learners. However, it remains unknown whether students of different proficiency levels can…

Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will…

Looked-after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged =18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills;…

This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence…

Lifelong learning is the only way to sustain proficient learning in a rapidly changing world. Knowledge and information are exploding across the globe. We need accurate ways to facilitate the process of drawing external factual information into an internal perceptive advantage from which to interpret and argue new information. Accurate and…

This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL (English Language Learner) students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine…

The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities (N = 7). Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found…

This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…

This study investigated the role of morphological awareness weaknesses in the reading difficulties encountered by Spanish-speaking language minority learners and their native English-speaking peers in sixth grade. One hundred and thirty-eight students (82 language minority learners; 56 native English speakers) were assessed on English measures of…

Extensive reading (ER) is an effective way to provide large amounts of comprehensible input to foreign language learners, but many teachers and administrators remain unconvinced, and it has been argued that there is still insufficient evidence to support the claims that have been made regarding its benefits. Few studies have looked at ER's effect…

The purpose of this study was to explore the effect of a phonological awareness intervention program on phonological memory, phonological sensitivity, and metaphonological abilities of preschool children at-risk for reading disabilities. The participants in this study were 40 preschool children selected from three preschools located within three…

In this study, the frequency of third grade students who have not acquired the grade level reading skills were examined and their reading skills were evaluated in terms of the risk for having learning disabilities. The study was carried out with 112 students in 38 classrooms. Teachers were asked to list the students with reading problems in their…

The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis…

Reading fluency has been identified as one of the essential skills students must develop in order to learn to read. Fluency is also a critical factor in reading comprehension (National Reading Panel [NRP], 2000). Many students, however, lack the ability to read age-appropriate materials fluently, including students with emotional and behavioral…

The efficacy of video self-modeling (VSM) to improve reading fluency for English language learners (ELLs) is explored. A review of the literature demonstrates the success of VSM in improving non-ELL students' fluency. Preliminary research with culturally and linguistically diverse students implies that the intervention can be equally effective…