This study explores the pedagogical effectiveness of assignments developed for a first-year composition course to encourage reflexive reading habits that can aid students in the writing process. Students in this course were asked to articulate the connections they found between multimodal texts of their own choosing and texts assigned by their…

Over the years, persistently low achievement levels have led scholars to question whether reading skill development is different for deaf readers. Research findings suggest that in order for deaf students to become proficient readers, they must master the same fundamental abilities that are well established for hearing learners, regardless of the…

Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation.…

The authors examined the results of a three-year summer intervention, Dig Into Reading, for pre-first-grade through pre-third-grade students. This partnership among university professors, public school Title I teachers, and primary classroom teachers resulted in the development of research-based, copyright-free, replicable summer reading…

Demotivation is a relatively new and trending topic in the field of L2 learning. Previous studies have attempted to classify several factors related to demotivation and identify how those factors affect teachers and L2 learners. In the current study, a short questionnaire with items that can be classified into five demotivation factors based on…

Increasingly, school psychologists are providing services for English learners (ELs) with basic reading problems, including helping to identify appropriate supplemental instruction to help ELs acquire basic reading skills. The purpose of this paper is to present a review of experimental and quasi-experimental studies reporting on the effects of…

An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns…

Dyad reading is a modified version of the Neurological Impress Method in which a lead reader and an assisted reader sit side by side and read aloud a shared text in unison. This cooperative peer-assisted reading strategy has been shown to be effective in helping English-proficient and English-learning children. What is unclear is how dyad reading…

The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension…

This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with…

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs' reading skills and what factors may influence…

Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers' daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an…

Within the last decade, two large reading reform efforts have directed state and local state school reading instruction, the Reading First Initiative (2002) and the Common Core State Standards for English Language Arts (2010). These initiatives have heavily shaped literacy teaching and learning with a focus on disparity reduction in literacy…

This study examines whether an e-book with a dictionary could support parents' mediation of new words during shared book reading, more than the child's independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the…

Prior research found that without the naming cusp, children did not learn from instructional demonstrations presented before learn units (IDLUs) (i.e., modeling an expected response twice for a learner prior to delivering an instructional antecedent), however, following the establishment of naming, they could. The present study was designed to…