As part of a researcher-teacher professional development group, seven general education elementary teachers in inclusive settings containing students with learning disabilities were taught four reading and writing instructional methods, one for each nine-week grading block. Sustained implementation during the school year was maintained by four of…

Three years after seven teachers had participated in an intensive year-long professional development experience in three multilevel reading practices (partner reading, collaborative strategic reading, and making words), all but one teacher sustained one or more of the practices at a high rate, as determined by classroom observation and interviews.…

A meta-analysis of 20 studies (1975-1995) indicated positive effects for alternative grouping formats for teaching reading to students with disabilities compared to whole-class instruction, particularly for student pairing. In addition, analyses indicated that outcomes for students involved in cross-age tutoring varied significantly by students'…

Six teachers of students with emotional/behavioral disorders were observed during reading instruction and interviewed. Three teachers provided some reading instruction that was documented as effective and designed to meet students' needs. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative…

Ten sixth-grade teachers and 60 students (14 with reading disabilities, 17 low-achieving students, and 29 typical students) participated in a four-month professional development and intervention program designed to enhance reading outcomes using word identification, fluency, and content area comprehension strategies. All three groups improved in…

A first-grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students' core reading instruction (English). Two hundred sixteen first-grade students from 14 classrooms in 4 schools from 2 districts…

This final report discusses the activities and outcomes of a project that explored the effectiveness of strategies for teaching reading comprehension to English language learners with learning disabilities who are failing to acquire the comprehension skills to learn from print. A series of studies was conducted over a 3-year period that…

Findings from a synthesis of 27 intervention studies that examined the effects of school-based reading interventions for kindergarten students at-risk for reading difficulties are reported. Results indicated that reading interventions were effective for improving reading outcomes for kindergarten students with disabilities and those at-risk for…

Individual and focus group interviews with 49 third-grade regular and special education teachers revealed that teachers value control over their decisions on grouping for reading instruction. Regular teachers reported they preferred whole class and mixed ability grouping arrangements for social and academic reasons, whereas special educators…