Many children with autism spectrum disorder (ASD) are at-risk for academic difficulties, particularly reading comprehension. The implementation of research-supported reading comprehension interventions for this population is critical for optimal academic success. The current meta-analysis of single-case design (SCD) studies evaluates the…

This paper explores a group of secondary school students' feelings about Teaching Proficiency through Reading and Storytelling (TPRS) using a self-determination theory (SDT) lens. It adds to the limited, existing literature on TPRS and is the first to study it from a purely motivational perspective. The paper analyses the extent to which students…

This study examined the role of academic self-concept, mastery goals, and academic emotions as mediators in the relationship between perceived teacher autonomy support and student engagement in maths and literacy domains. Questionnaires completed by 854 students in Grades 4 and 5 in China show that perceived teacher autonomy support positively…

This study focuses on the effectiveness of employing Cartoon Cum Strategic Intervention Material as learning instructional techniques to improve Grade 5 learners' ability to make meaning from text. This intervention encourages students to focus on big ideas and to consider how specific details contribute to the big picture. Cartoons can be…

Language is a powerful tool authors use to construct meaning. To better meet the needs of their students, teachers need to learn about how language is used in text so that they can better help their students to comprehend the texts they read. This study investigated how a small group of pre-service teachers (PSTs) in an intermediate reading…

Research establishes that boys underperform in literacy relative to girls. If boys are to be successful on the assessments designed to measure achievement on the Common Core State Standards (CCSS) and if they are to become lifelong readers, they must be motivated to embrace instruction designed both to prepare them for success and to experience…

Improving student attitudes toward reading remains of particular concern to elementary school teachers. The development of students' demeanour toward reading is as important, if not more so, than skill enhancement. Unless reading attitudes are maintained and even bolstered, content instruction will not always reach the learner, nor will students…

Students in grades 3-6 need to use increasingly sophisticated comprehension skills and strategies as they read and build knowledge across disciplinary content areas. Grounded in research, this book presents effective practices for integrating literacy instruction with literature, science, and social studies. Chapters address text selection,…

School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents' in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived…

The Colorado Reading to Ensure Academic Development Act (the READ Act) passed 10 years ago and provided Colorado educators with a roadmap for grade level reading by third grade. Over the past decade, there have been many opportunities to learn and evolve the state's implementation of this key legislation. With an emphasis on early identification…

This study examines multilevel factors shaping Indonesian student performances attending non-"madrasah/sekolah" and madrasah schools. Using multistratified sample design and grouped based on their school system, data from 30 schools, 64 teachers, and 1,319 students were analysed. Focusing on student, teacher, and school-level variables,…

Running records are not regularly utilized to their full potential by classroom teachers. Often, teachers use running records only to determine an instructional text level for an individual student and then to place students into reading groups for instructional purposes based on student reading levels. When more thoroughly analyzed, running…

Extensive reading (ER) is a research and theory-supported approach for language and reading development in an additional language, yet its implementation is limited, particularly in English-dominant contexts. This article addresses many of the uncertainties and perceived obstacles to adding ER to a language curriculum. After reviewing relevant…

Reader's Theater is a transformative and influential instructional tool for reading with far-reaching benefits for all students. Teachers are critical players in the use of Readers Theater in classroom; the effects of Reader's Theater are a direct result of a teacher's involvement. These effects include an increase in word recognition, fluency,…

In recent years, it has become increasingly obvious that to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt pedagogy that is responsive to, and respectful of, them as culturally situated. What often has…