Research examining reading abilities among Black children diverges significantly from prior literature, which either lacked focus or lacked substantial representation of Black children. Black students, particularly boys, tend to exhibit lower academic achievement compared to their peers. The problem addressed in this study is that Black boys, in…

This dissertation investigates the impact of cross-modal binding on word reading skills among English Language Learners (ELLs). Using Baddeley's updated working memory model, which includes the Episodic Buffer, this study examines how the ability to bind visual and phonological information in memory influences the reading development of ELL…

Early reading skills are strongly associated with long term academic and life achievement. Despite the recognized importance of literacy, indicators point to a literacy crisis in the United States. Research and policies have highlighted the necessity of selecting reading programs with documented effectiveness and implementing them with fidelity.…

English language learners (ELLs) need additional support to achieve academic success. The problem addressed in this study was the need to know if the sheltered instruction observation protocol (SIOP) support for ELL students was effective in improving their reading achievement. The purpose of this causal-comparative study was to determine if there…

Phonemic awareness is thought to be a causal factor predicting early reading acquisition while its influence diminishes as other reading skills develop. This is a descriptive study of 74, primarily African American, fifth- through eighth-grade students attending a small, inner-city school. The study sought to determine the relationship between…

Third-grade reading proficiency predicts later reading achievement and high school graduation, yet third-graders from historically marginalized groups experience differential learning opportunities and sometimes perform poorly in reading. Similar to the effects of summer learning loss, lost instructional opportunities due to COVID-19 have…

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre-primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three…

Interest in providing one-to-one technology to students is increasing, particularly in low-income schools. This study examined the impact of one such approach on kindergartners' math and literacy development during an academic year in a small urban public school district. A district-wide outreach program provided tablets to every kindergarten…

Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement.…

The Midwest Child-Parent Center (CPC) Expansion began preschool implementation in fall 2012 in 5 Minnesota and Illinois districts. This study reports preschool and kindergarten impact findings for the Saint Paul Public School District. It is the first impact study of CPC outside of Chicago. After documenting that implementation quality was…

The COVID-19 pandemic provided an opportunity to explore how different modes of learning may impact student achievement. Little research has been conducted regarding how the pandemic may have affected students' reading skills. The problem addressed in this study was that the effects of varying and inconsistent learning environments for Title I K-2…

We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly revising its content and adding a repeated-reading (RR) component. In a cluster-randomized trial, we conducted a component analysis of the revised program by creating two versions of it.…

Black boys in grades third through fifth are not developing reading comprehension skills compared to their peers in an urban southeastern school district. The purpose of this basic qualitative study was to explore perceptions of third through fifth grade reading teachers on reading comprehension of Black boys in this district. The conceptual…

The purpose of this convergent mixed methods research study was to determine if teacher instructional practices implemented after receiving job-embedded professional development through instructional coaching impact student reading achievement scores in an urban elementary school setting in which the school district faces the impact of poverty. In…

In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. A quasi-experimental design compared 283 treatment students instructed in schools using Core5 with 237 control students…