Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language…

Providing academic feedback is strongly related to student achievement, yet there is little observational research examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley's model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers'…

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…

Narration has been shown to be a foundational skill for literacy development in school-age children. Elementary teachers routinely conduct classroom lessons that focus on reading decoding and comprehension, but they rarely provide instruction in oral narration (Hall et al., 2021). This multisite randomized controlled trial was designed to…

This study examined how self-beliefs, particularly reading mindset and self-efficacy, interact together to predict reading-specific achievement goals and engagement as well as reading achievement in fourth-grade students. Latent profile analysis identified three profiles (n = 206): Confident and Fixed Mindset, Moderately Confident and Neutral…

The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational…

Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate…

Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…

Narration has been shown to be a foundational skill for literacy development in school-age children. Elementary teachers routinely conduct classroom lessons that focus on reading decoding and comprehension, but they rarely provide instruction in oral narration (Hall et al., 2021). This multisite randomized controlled trial was designed to…

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three…

This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in grades 1 through 4. The research team conducted 121 approximately 30-minute classroom observations. Educators were asked to…

This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in Grades 1 through 4. The research team conducted 121, [approximately]30-minute classroom observations. Educators were asked to…

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a…