Background: The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods: We identified the best-performing ARHQ items in a sample of 396 Finnish adults…

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading…

The purpose of this study was to compare the results of a regression discontinuity design (RDD) with those of an experimental design of a tiered vocabulary intervention for children at risk for reading disability to determine RDD's feasibility as a research methodology for this type of study. Researchers reanalyzed an archival dataset of a…

The strong differences in manifestation, prevalence, and incidence in dyslexia across languages invite studies in specific writing systems. In particular, the question of the role played by emergent literacy in opaque and transparent writing systems remains a fraught one. This research project tested, through a 4-year prospective cohort study, an…

Response to Intervention (RTI) is a tiered instructional delivery framework developed to meet the needs of all students and has the potential to improve reading achievement, prevent reading problems, and improve identification accuracy for learning disabilities. Tier 1 typically occurs in the context of the general education classroom and is…

The purposes of this study were to determine the effectiveness of a vocabulary intervention for first-grade students at risk for reading and language difficulties and to compare the results of a regression discontinuity design to those of an experimental design. The specific research questions were: (1) Do first-graders who are at risk of reading…

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative…

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in…