In this study, we examined the extent to which teachers' treatment adherence, instructional quality, and the interaction of these variables influenced eighth-grade students' content knowledge and reading comprehension. We examined treatment fidelity for students (n = 775) in classes randomly assigned to receive an evidence-based content area…

This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…

This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…

We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated…

This study used multigroup structural equations to evaluate the possibility that a theory-driven, evidence-based, yearlong reading program for sixth-grade struggling readers moderates the interrelationships among elements of the simple model of reading (i.e., listening comprehension, word reading, and reading comprehension; Hoover & Gough,…

Students transitioning from middle school to high school face a range of academic and social challenges. Academic content is more diverse and challenging, and its delivery is increasingly text based, requiring competence in literacy and problem-solving skill areas. Students entering 9th grade often struggle to find an appropriate peer group and…

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state…

The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to…

This experimental study reports findings on the effects from a year-long reading intervention providing daily 50-min sessions to middle school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education…

This brief introduces a research-based practice, Collaborative Strategic Reading (CSR). This reading comprehension practice, designed to improve secondary students reading comprehension skills, combines two instructional elements: modified reciprocal teaching and cooperative learning or student pairing. In reciprocal teaching, teachers and…