A two-cutoff regression discontinuity design (RDD) was used to assign 321 students in grades 1 through 6 at a Title I elementary school to two types of Tier 2 reading interventions administered by paraeducators: (a) direct instruction (DI) and (b) computer-assisted instruction (CAI). Students scoring at or below a lower cutoff pretest score were…

The purpose of this article is to provide strategies that address three areas (creating a classroom library, incorporating environmental print, establishing writing activities) for beginning teachers for creating literacy-rich environments to support the academic and functional needs of young students with significant developmental disabilities…

Student response to instruction is a key piece of information that school psychologists use to make instructional decisions. Curriculum-based measures (CBMs) are the most commonly used and researched family of academic progress-monitoring assessments. There are a variety of reading CBMs that differ in the type and specificity of skills they…

This multiple baseline across participants study examined the efficacy of a data-based individualization word study intervention for students with autism spectrum disorder (N=5) and low word reading skills. An experienced interventionist provided 1:1 word reading instruction in 30-minute sessions five times per week for an average of 10 sessions…

The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small…

The purpose of this study was to examine LINUS teachers' knowledge of basic language constructs and the relationships between LINUS teachers' knowledge of basic language constructs, teaching experience and their perceived abilities to teach reading to LINUS students. 121 LINUS teachers teaching English literacy from 31 Johor Bahru national primary…

The lack of time available to adequately teach everything expected throughout the days and weeks in a school year is a major concern for many elementary teachers. The heavy focus on reading, writing, and mathematics leaves little time for science and social studies instruction. However, science is an integral part of preparation for college and…

Children who do not adequately master the transition from "learning to read" (LTR) to "reading to learn" (RTL) will clearly fall behind in every subject area during their secondary education. The purpose of this study was to determine whether a simple reading comprehension strategy developed by Schumaker, Denton, and Deshler…

Concept of word--the awareness of how words differ from nonwords or other linguistic properties--is important to learning to read Chinese because words in Chinese texts are not separated by space, and most characters can be productively compounded with other characters to form new words. The current study examined the effects of reader, word, and…

The Common Core State Standards have placed more emphasis on the close reading of all texts, and have made a point of increasing the use of nonfiction in secondary English classrooms. In this article, the author describes an approach for implementing close reading of literary nonfiction. The approach comes from a small-scale classroom-based…

Production-oriented approach may provide us with a brand new perspective to our current college English reading instruction. Under this approach, teaching reforms need to be initiated in respects of teaching objectives, teaching materials, teaching methods and assessment. Instructors are required to design appropriate output tasks to stimulate…

Students with disabilities are reading at levels lower than their nondisabled peers. Some school districts have incorporated Professional Learning Communities (PLCs) to assist in closing the reading achievement gap between students with disabilities and students without disabilities. There is a gap in the literature regarding which PLC-implemented…

International large-scale assessments (ILSAs) have had an increasing influence on the discourse surrounding education systems around the world. However, the results of these studies tend to have less impact on pedagogy in the classroom than would be expected. For example, a recent review of 114 published peer-reviewed articles on the IEA's…

The purpose of the study was to examine the impact of the Bellarmine Literacy Project (BLP) on Kentucky Performance Rating Educational Progress (K-PREP) literacy scores, school behavior referrals, and suspensions for third-, fourth-, and fifth-grade African-American males. The study was designed to determine if the BLP improved student learning,…

This quantitative, quasi-experimental research study was designed to determine the impact of a computer assisted reading instruction program on the fluency rates and comprehension skills of third and fourth grade students with reading disabilities at an Ohio suburban-metropolitan elementary school. Pretests established the participants' baseline…