Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study…

Namibia, a southern African country with an Ubuntu culture that emphasizes interrelations, generally displays a low reading culture. In this study, we explored a social approach to reading to engage Namibian primary learners. Inspired by promising reading approaches, such as shared group reading enhanced by embodied actions, we created Spin Da…

US students who are blind or have visual impairments do not read at the level of a third-grader with typical sight until, on average, halfway through the seventh grade. As a first step toward narrowing that gap, we investigated levels of linguistic awareness among teachers of students who are blind or visually impaired (TSBVIs) because research…

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three…

Recent studies have examined the use of culturally relevant passages in reading interventions for African American students. Research in the area of reading interventions for Latino students is limited. This study compared the use of culturally relevant and non-culturally relevant passages in reading interventions using repeated reading. The study…

This study investigated non-proficient middle school readers enrolled in a reading intervention who transitioned to distance learning during quarter four of the 2019-2020 school year due to the COVID-19 pandemic. The study examined archival pre-and-post comparison data using i-Ready diagnostic reading and state English Language Arts (ELA)…

The purpose of this qualitative, descriptive study was to explore how teachers described their experiences using ICT to help students build upon previous knowledge and stay active when constructing knowledge in reading in Title I schools. Constructivism was the learning theory used for this study. The research questions for the present study were:…

Multi-tiered systems of support (MTSS) have been increasingly implemented in schools since the re-authorization of the Individuals with Disabilities Act of 2004 and the Every Student Succeeds Act (ESSA) of 2015. Despite researchers' efforts to identify elements of MTSS--including evidence-based practices, leadership and communication systems and…

The purpose of this research is to investigate the relationship between participating in an online software application focused on phonological processing and working memory and outcomes on foundational reading assessment measures. The online software application utilized was the Sound Reading Program. Students began the intervention working in…

The overarching goal of this quantitative study was to explore factors that were associated with the prevalence in reading intervention programs. Specifically, the purpose of this study was to explore Adverse Childhood Experiences (ACE) among adults along with various demographics to determine factors connected with the involvement in a reading…

Results of the National Assessment of Educational Progress (NAEP; National Center for Education Statistics, 2020) have shown that despite efforts to raise the literacy skill levels of students in elementary school, the average reading scores for fourth-grade students in 2019 were still cause for concern. The NAEP data showed the reading scores in…

As the number of English Learners in United States classrooms continues to increase, understanding how to best instruct these learners in reading acquisition is important. This study used a mixed-methods, casual-comparative research design to examine the differences in teacher perceptions between those who used a phonics-based approach to reading…

This dissertation addressed the topic of early childhood literacy development in the home environment. The dissertation will focus on studying the early childhood literacy experiences a small population (7 to 10 participants) of single mothers living in the municipality of Utuado, Puerto Rico had during this stage of their lives. The single mother…

Many high school graduates begin college and quickly realize that there is a discrepancy between their high school reading experiences and the expectations of reading for college classes. These students are often placed into developmental reading courses, often based on standardized test scores, to improve their vocabulary, reading comprehension,…

This paper describes a problem of practice that arose from a lack of consistent, systematic phonics instruction within a small rural school with a large percentage of students not mastering skills in a way that builds the needed foundation for reading. To address this problem, action research was conducted through a mixed methods approach to…