Children who fail to become fluent readers by the end of the primary grades are likely to achieve below same-age peers throughout their school careers. With growing use of curriculum-based measures (CBMs), it is easier to identify those students who are achieving below same-age peers. Moreover, a process of conducting individualized assessment and…

This study investigates the effectiveness of multiple fluency interventions on a single subject in grade three. Fluency interventions, including choral reading, echo reading, repeated reading, audio book modeling, and teacher modeling were implemented over a period of eight weeks. Results indicated that using multiple fluency strategies, rather…

In this study, a team of researchers conducted multiple observations in 12 third- and seventh-grade reading classrooms in both urban and suburban school districts over a 9-month period. These observations focused on whether talented readers received differentiated reading curriculum and or instructional strategies. Talented readers were defined as…

This handbook is the second volume in a publication supported by the National Center for Homeless Education (NCHE) to explore reading instruction for students experiencing high mobility as a result of high poverty. The initial document, "Reading on the Go! Students Who Are Highly Mobile and Reading Instruction," reviewed the characteristics of…

This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K-3 reading instruction. The book systematically describes how professional development works: how sessions are organized, what they contain, routines and procedures, and the roles of each participant.…

What constitutes effective reading instruction for urban and ethnically diverse learners has been the topic of a great deal of debate. Particularly, during this time of sweeping mandates and increased calls for accountability. The response from urban schools to The No Child Left Behind Act (NCLB) serves as the backdrop for this paper which will…

This executive summary describes results of the "Reading First Impact Study: Interim Report." The report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child…

Federal, state, and district policy mandates are increasingly affecting primary grade teachers--especially, those in at-risk schools, given that they face more mandated curriculum and professional development. This study investigated K-3 teachers in two inner-city schools as they navigated through various mandates. Qualitative and quantitative…

This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected…

If children are to read to learn, they must acquire skill in processing and comprehending expository texts. However, teaching children to read and comprehend informational texts takes time, because there are so many complex skills associated with this reading. Building children's knowledge of the content to be studied and introducing new…

Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two…

This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from a four-factor structural equation model characterizing reading performance in this sample. These…

The purpose of these two studies was to redirect interest to the Neurological Impress Method, a multisensory approach to reading instruction that occurs between a teacher and a student, which has been largely forgotten in mainstream and special education circles over the past decades. In addition to its emphasis on oral reading, we included a…

The authors report the results of a study in which they sought to determine the effect of the race of a book's primary characters on the reading motivation of 3rd-grade students in Mississippi. Students (N = 35) from 2 3rd-grade classrooms chose books with covers that depicted main characters who were either Black or White. The authors sought to…

We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…