This study was designed to highlight how students best learn to learn to read, best practices of reading instruction, innovative resources, and effective instructional strategies. The aim of this dissertation was to address the problem of kindergarten through fourth grade students in the United States not reading on grade level. The purpose of…

While teaching summer school may require similar skills as reading intervention during the year, rarely are summer school instructors reading specialists. To support these instructors providing high quality instruction, this research study examined the impact of the 95 Phonics Booster Bundle: Summer School Edition (SSE). The SSE is a set of 25…

This document was created in response to a request from the Wisconsin Department of Public Instruction to the Wisconsin Minnesota Comprehensive Center (WMCC) Region 10 to provide information on high-quality, qualitative studies about K-2 explicit, systematic phonics instruction. This document is intended to supplement the review document:…

This document was created in response to a request from the Wisconsin Department of Public Instruction to the Wisconsin Minnesota Comprehensive Center (WMCC) Region 10 to provide information on high-quality, qualitative studies about explicit, systematic phonics instruction in grades K-2. It is meant for internal use by the Department of Public…

The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of…

This paper presents an evaluation of two reading methods, phonics-based instruction and whole language learning, for English Language Learners (ELLs) and discusses the learning theories, behaviorism and constructivism that are associated with each method, respectively. The study took place in a K-12 international school, with 110 Grade 1 subjects…

This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child.…

This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading…

More than 5 million English learners attend U.S. public schools--and yet fewer than 3% of teachers are certified to work with them. Fill that gap in teacher education with this practical and comprehensive textbook, an evidence-based guide to providing English learners in Pre-K-Grade 6 with explicit, systematic instruction on language and literacy…

Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy…

Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to "cover the expansion of Reading Recovery around the U.S." (May, Sirinides,…

One-hundred-fourteen kindergarten through third-grade teachers from seven different schools were surveyed using "The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students." The purpose was to compare their definitions and application knowledge of language structure, phonics, and…

Within brief experimental analysis, assessment data are used to target interventions for struggling students. This use of assessment data aligns with prevention and early intervention frameworks, but popular measures are limited for this purpose because of issues with measuring improvement in short periods. Our study was a pilot comparison of two…

There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language…

Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word…