Reading consists of many interconnected skills. Research recommends that beginning readers focus on a set of basic skills, specifically referred to as the "foundational skills" (National Governors Association Center for Best Practices [NGACBP], Council of Chief State School Officers [CCSSO], 2010). Essential to forming the base for…

The problem addressed in this study was kindergarteners in public, rural schools struggle with phonemic awareness, causing their reading development to be delayed. The purpose of this qualitative narrative inquiry study was to explore through the stories of kindergarten teachers whether students from a public, rural setting struggled with a lack…

The Virginia public-school assessment and accountability system impacted the statewide reading proficiency scores for students with disabilities. The purpose of this causal-comparative quantitative study was applied to answer the research question, and hypothesis statement and determine the difference in the reading improvement measured by the…

The Utah State Board (USBE) intergenerational poverty (IGP) grant funding focuses on high quality afterschool programming and academics, including intentional math and reading interventions. The Department of Workforce Services (DWS) Office of Child Care (OCC) may provide supplemental funding for enrichment and prevention education activities to…

Many juvenile offenders have reading difficulties, but provision of successful reading interventions in youth facilities is lacking. The reading difficulties are often related to the poor schooling backgrounds of the juvenile offender, who consequently has not developed good reading skills. The computerized flash-card method is based on the theory…

This article is a rejoinder to J.S. Bowers (2020), 'Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction', "Educational Psychology Review" (https://doi.org/10.1007/s10648-019-09515-y). There is strong agreement among reading scientists that learning the phonological…

This article explores the 'reading wars' from the perspective of instructional psychology, which focuses on the environmental and instructional factors that facilitate students' progress in learning to read. It draws on research (computational analysis and classroom-based experimental studies) to inform a novel intervention that teaches reading…

Abstract Educators are encouraged to engage military veterans enrolling in college in the use of "expressive writing" and related assignments as curriculum interventions to assist these student veterans in their transition from military to civilian life. This article describes semester-long studies conducted in 2015, 2016, and 2017 in…

The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading,…

In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and…

All children are placemakers (Chawla, 1992). While we know that a child's sense of place is linked to a sense of belonging (Brillante & Mankiw, 2015), the implications of placemaking in the lived experiences of child readers, specifically, has not been widely explored. The primary purpose of this literature review is to aid reader response…

This article does exactly what the title suggests: It reads Derrida's idea of close reading into Doug Lemov's idea of close reading by close reading Lemov's definition for close reading. Building on work that considers poststructural approaches in reading classrooms, I engage Lemov and Derrida in a conversation about the meaning and uses of…

The authors share findings from a study that incorporated two types of participatory interview approaches (conversational drawing interviews and walking tour interviews) to elicit young students' (K-2) motivation-related perceptions of a reading intervention to better understand and support their motivation for doing reading in the program. All 14…

This article provides a commentary within the special issue, Integration: The Keystone of Comprehension. According to most contemporary frameworks, a driving force in comprehension is the reader's ability to generate the links among the words and sentences (ideas) in the texts and between the ideas in the text and what the readers already know. As…

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify…