Response to Intervention (RTI) is a multiple tiered system of instructional interventions that may also serve to identify children with Specific Learning Disabilities (particularly in reading and spelling). This article summarizes the findings of Evaluation of Response to Intervention Practices for Elementary School Reading (Balu, Zhu, Doolittle,…

Teachers require interventions for students with intellectual disability (ID) that are simple, efficient, and can be implemented in the classroom versus interventions requiring isolation. The purpose of this review was to update the prior review by Joseph & Seery (2004) and to serve as a resource for parents, practitioners and researchers…

Reading and thinking need to go hand in hand for students to become successful learners. The processes involved in thinking while reading must be modelled, practised, and infused into everyday instruction in all levels of education. There needs to be a balance between learning to read and reading to learn. Teachers are responsible for finding the…

The argument here is that learning to read for young people in school is not a monolithic process but, rather, consists of multiple and differentiated pathways involving the acquisition of diverse reading practices and cultural ideologies embedded in a broad range of social and cultural contexts. Such a view of learning to read entails…

Providing a child with reading difficulties with the appropriate reading intervention as early as possible is critical to prevent future academic failure. As reading is composed of several sub-components (phonology, orthography, fluency, comprehension), choosing the appropriate intervention may be confusing. Here, we attempt to provide an…

Studies indicate thoughtfully planned chants integrated with shared book reading help young children remember concepts and vocabulary they hear in literature, capture children's imagination, develop their rhyming acuity, and background knowledge, and increase their sense of story structure, understanding of story sequence, phonological awareness,…

This paper presents findings from an approximate replication of Erten and Razi (2009), which investigated the effects of cultural familiarity and reading activities on comprehension. Two variables were modified in the replication: participants' first language (L1) and proficiency. Cultural referents were manipulated in a short story to make them…

Background: Physically manipulating objects according to texts can improve reading performance. This study examined whether these benefits can also be achieved via observing these manipulations or whether, because of an additional involvement of an action system, the physical manipulation might induce larger effects. Methods: In total, 134 second…

Reading competence is one of the main gateways to learning and serves as the foundation for nearly all academic subjects, but reading is not a natural skill. For beginning and struggling readers, the process of learning to read is often fraught with frustration. Thus, abilities to manage affect or emotions and maintain attention or focus (i.e.…

This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9-10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment…

This longitudinal case study aimed to investigate the development of emergent literacy skills of a child with hearing loss was carried out in a research and application centre which provides full-time day education using an auditory-oral approach for children with hearing loss. The study focuses on a child with profound hearing loss who started…

In its recent white paper, "A Pivot Toward Clinical Practice," the American Association for Colleges of Teacher Education (AACTE) echoed the call heralded almost a decade ago by the National Council for Accreditation of Teacher Education's (NCATE) Blue Ribbon Report that highlighted the need for the development of authentic settings in…

ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students.…

Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL…

The integration of technology into classrooms at all levels of education is ubiquitous, however, some educators are experiencing challenges in implementing technology into their instruction. This study sought to identify ways to support Kindergarten educators (teachers and Early Childhood Educators [ECEs]) to enhance reading instruction with…