This article investigates the potential for developing advanced reading and interpretative skills in Swedish secondary school. Over six weeks, four separate study groups in seventh grade participated in an intervention study. The purpose was to gather more knowledge about how different teaching strategies affect students' development of advanced…

This case study was designed to investigate the implementation of flexible grouping at one elementary school framed within the Change Based Adoption Model. Using interviews and observations, data were compiled to answer research questions related to the steps taken to implement flexible grouping, challenges faced, overall effects of flexible…

Literacy is a national concern in the United States. Many students are graduating from high school across the U.S. lacking the skills needed to be a proficient reader. The lack of college readiness skills in reading causes these students to be placed in remedial classes on the collegiate level. School systems that recognize the high percentage of…

In Wisconsin, increased academic performance has been a general assumption supporting the institutionalization and public funding of early childhood instruction. The purpose of this study was to determine if there was a relationship between attendance in public four-year-old kindergarten and elementary level reading performance. This study…

The Foundations of Reading course and the Direct Instruction reading program Corrective Reading are components of literacy instruction designed to meet the needs of struggling adolescent readers. An evaluation of the program's effectiveness within the district has not been conducted, and the impact on student achievement was unknown. The purpose…

There are research-based principles and practices that can be found in reading intervention research and applied in the middle grades to improve student outcomes. School leaders and teachers of all disciplines can consider using these strategies to provide effective reading instruction school-wide, as well as more intensive interventions for those…

To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low…

The K-5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to…

This article describes a pilot study conducted by teacher candidates (TCs) at an elementary level charter school in Buffalo, New York. The TCs, undergraduate and graduate level college students, enrolled in an English Language Arts/Social Studies methods course block, wrote bilingual English/Spanish information texts and used them in conjunction…

In this chapter, we describe several intelligent tutoring systems (ITSs) designed to support student literacy through reading comprehension and writing instruction and practice. Although adaptive instruction can be a powerful tool in the literacy domain, developing these technologies poses significant challenges. For example, evaluating the…

Today's teachers, especially the many who work with students with special needs, are pressed to know a little something about everything. Expertise is needed in different content and pedagogical areas, but knowledge of different types of disabilities is required as well. Wendy Murawski and Kathy Lynn Scott have assembled another reader-friendly…

Research findings: This study investigated how mean classroom-level shyness scores moderated the impacts of "INSIGHTS into Children's Temperament" on instructional support and students' math and reading skills in kindergarten and first grade classrooms. "INSIGHTS" is a temperament-based social- emotional learning intervention…

A yearlong classroom-based intervention was designed to explore the reading-writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive…

The study aimed to examine the effectiveness of the Adapted Dialogic Reading Program (ADR) on the language and early literacy skills of Turkish kindergarteners from low socio-economic (SES) backgrounds. The effectiveness of ADR was investigated across six different treatment conditions including classroom and home based implementations in various…

Lifelong learning is the only way to sustain proficient learning in a rapidly changing world. Knowledge and information are exploding across the globe. We need accurate ways to facilitate the process of drawing external factual information into an internal perceptive advantage from which to interpret and argue new information. Accurate and…