The present study investigated the phonological and semantic aspects of written word learning among children with dyslexia, taking into account their use of phonetic and semantic cues embedded in words. Fifty-three Mandarin-speaking fifth graders were taught the pronunciations and meanings of 24 Chinese single-character pseudowords (children with…

Background: Randomised controlled trials (RCTs) have long been considered the gold standard in education research. Federal funds are allocated to evaluations that meet What Works Clearinghouse standards; RCT designs are required in order to meet these standards without reservations. Schools seek out interventions that are research based, in other…

Activities that teach PreK-1 students the six components of emergent literacy and beginning reading and word study are presented for classroom settings. These activities are adaptable developmentally and they highlight four important aspects of teaching phonics, spelling and word knowledge that are often overlooked: the rhythm of literacy, Concept…

Reading comprehension is a critical skill for student success in school, the workplace, and daily life, yet many students display significant reading comprehension deficits. This article describes the impact effective strategy instruction can have on the reading outcomes of students with learning disabilities and related challenges. A discussion…

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…

The purpose of this paper was to examine whether there is an effect of common reading program participation on first-year students' academic engagement, faculty interactions, and sense of belonging. Using a multi-institutional sample, propensity score matching, and linear regression techniques, the results suggest that common reading programs have…

Increasingly alarmed by instructional mandates more founded on journalistic rhetoric and popular opinion than on research findings or practitioner expertise, researchers gathered survey data from teachers to better understand the status of K-2 phonics instruction. Data demonstrate that the overwhelming majority of these K-2 teachers teach phonics,…

Multi-tiered systems of support (MTSS) provide instruction and intervention to all students in schools. However, when many students within a setting demonstrate reading difficulties, there is likely a tier 1 problem which makes it infeasible to implement tier 2 or tier 3 interventions with large numbers of students due to limited resources. The…

This article discusses findings from the qualitative research study which was conducted at a K-12 parochial school in Midwestern city. The study was conducted to understand how first and second graders who were located in one particular educational setting, with reading levels that ranged from low to high in a split classroom, made meanings from…

Reading in upper-elementary grades includes comprehending complex texts and learning disciplinary-specific vocabulary. This study aims to determine the effects of a computer-adaptive supplementary reading program on fifth-grade students' reading achievement. Using propensity score matching to create equivalent groups of 450 students for both…

To be successful in school and society, students must learn to read proficiently. Two evidenced based reading interventions, repeated reading and listening passage preview, and a combination of the two have shown to be effective in increasing oral reading fluency. However, the current literature is lacking on how preference of the interventions…

This research aims to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. Using pre-determined reading materials. Using Google Forms, this study utilized the…

Literacy is the foundation of learning supporting development in all content areas, and teachers are crucial to the academic achievement of all students. Preparing teachers to adequately meet this need is essential. The problem addressed in this study was that classroom teachers in California might not feel effective in teaching literacy skills to…

The COVID-19 pandemic altered the ways that teacher educators could provide teacher candidates (TCs) with clinically-rich opportunities to build TCs' skills and self-efficacy related to teaching reading. The purpose of this qualitative study was to investigate the experiences of 19 TCs who participated in a semester-long virtual reading tutoring…

This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom-based reading assessment. Teachers can apply the CAPS…