Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…

The development of emergent literacy, a precursor to formal reading, has been linked to subsequent conventional literacy skills in Chinese children. The factors important for acquiring Chinese reading skills, such as phonological and morphological awareness, have primarily been studied in primary school children rather than preschoolers. The…

Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory…

Stealth assessment has been successfully embedded in educational games to measure students' learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students' digital learning outcomes. Utilizing the user…

The intense focus on standards and accountability is rapidly altering the education environment. Often the gauge for measuring school effectiveness is performance on high-stake state tests. In this retrospective cohort comparison study, I observe the relation between the use of curriculum-based measures (CBMs) for reading and change on a state…

Education has been under major reform since the passing of the 2001 No Child Left Behind Act (NCLB). Under the NCLB Act states have set benchmark goals to measure whether districts and schools are making Adequate Yearly Progress (AYP) toward ensuring that all children are proficient in reading and math by 2014. Lack of progress in reading has…

In this column, we share the collective reflections of a group of teachers and a school administrator in one Midwestern elementary school, which highlight the value of using data collaboratively to bring about instructional change and to improve student reading achievement.

Due in part to conflicting opinions and research results, the practice of sustained silent reading (SSR) in schools has been questioned. After a frustrating experience with SSR, the author of this article began a data-driven decision-making process to gain new insights on how to structure silent reading in a classroom, including a comparison…