The Occupation and Participation Approach to Reading Intervention (OPARI) is an intervention approach for children with reading difficulties that emphasizes reading as an important occupation of children. Part I presented the theoretical basis of the OPARI. Part II describes a pilot clinical application of the OPARI. Guided by Schkade and…

This mixed method study investigated the schema strategy uses of fourth-grade boys with reading challenges; specifically, their ability to understand text based on two components within schema theory: tuning and restructuring. Based on the reading comprehension scores from the Iowa Test of Basic Skills (Form 2010), four comparison groups were…

We explored the usefulness of 1st and 2nd grade reading measures and responsiveness criteria collected within a Response-to-Intervention (RtI) framework for predicting Reading Disability (RD) in 3rd grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD…

This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was…

Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms…

The SPOKES (Supporting Parents on Kids Education in Schools) programme is a ten-week intervention for parents designed to help struggling readers in Year 1. The programme teaches parents strategies to support their children's reading such as listening to children read, pausing to let them work out words, and praising them when they concentrate and…

This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10…

In experimental studies, researchers are often interested in secondary research questions that explore important aspects of main findings, such as whether or not program effects vary according to the level of fidelity in which the program has been implemented; or according to the dosage received by individuals participated in the program. In this…

Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…

The authors investigated past-tense morphology problems in children with dyslexia compared to those classically observed in children with oral language impairment (LI). Children were tested on a past-tense elicitation task involving regulars ("look-looked"), irregulars ("take-took"), and nonwords ("murn-murned").…

Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

Word finding difficulties (WFDs) occur in more than a quarter of children who are receiving speech and language therapy. This study provides the first investigation of the continuity in WFDs and investigates whether WFDs are associated with phonological or semantically related abilities. Thirty-eight children with WFDs were seen at age 7;0 and at…

The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7-12 in Waterloo…