Comprehending expository reading material is a challenge for many students. Research has shown that students' expository reading comprehension can improve with the help of text structure instruction. The purpose of this article is to present teachers with a framework for effectively implementing text structure instruction in their classrooms.…

Students often have difficulty comprehending informational text. Results from a meta-analysis by Hebert, Bohaty, Nelson and Brown (2016) indicated that text structure instruction is effective for improving reading comprehension of expository text. This article presents evidence-based practices for teaching informational text structures to improve…

The current study explored whether a reading intervention combining flexibly applied multisyllabic word-decoding strategies with evidence-based fluency strategies was effective in improving the science text reading skills of upper-elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A…

Reading is a major problem for most students with learning disabilities in the United Arab Emirates. The purpose of this study was to examine the impact of repeated reading intervention strategy on improving oral reading fluency and reading comprehension of 47 United Arab Emirates students with learning disabilities. All participants were assigned…

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

Content and Language Integrated Learning (CLIL) is a multifaceted educational approach which has emerged as a major innovation in improving language learning and subject learning in the curriculum. In order to analyse the effect of this approach, a number of studies (Dalton Puffer, C., T. Nikula and U. Smit, eds. 2010. "Language Use and…

Teachers experience difficulty demonstrating prediction strategies and leading discussions in traditional classrooms. It is also unclear whether online discussion can contribute to reading comprehension. The purpose of this study is to create an online reading system to investigate whether learners can acquire reading strategies and enhance their…

Given the importance of federal legislation in combating educational inequities, particularly those in reading development, the identification of specific school-based variables that contribute to reading proficiency for struggling readers is paramount. While federal education policy, such as the No Child Left Behind (NCLB) Act of 2001 (2002)…

Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

Lack of reading motivation impedes upper elementary and secondary school students' willingness to improve critical reading skills and strategies to be successful in school. Struggling readers often show a negative attitude towards reading tasks and manifest low motivation to read. Although the importance of motivation is clear, there is limited…

Lack of reading motivation impedes upper elementary and secondary school students' willingness to improve critical reading skills and strategies to be successful in school. Struggling readers often show a negative attitude towards reading tasks and manifest low motivation to read. Although the importance of motivation is clear, there is limited…

Many students struggle to maintain the attention needed to comprehend while reading. One 4th-grade student and 5th-grade student, both with poor comprehension and attention-related disabilities, were taught to use a proven systematic reading comprehension strategy, TWA (Think Before Reading, Think While Reading, Think After Reading), when reading…

Seventy-six fifth-year students from low-socioeconomic status backgrounds participated in three different instructional conditions in an intervention study. The first combined strategy training in top-level structuring and interrelated motivational support; the second implemented the strategy training only; and the third was a control condition…

This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish-English-speaking students. Two hundred forty students, 49% of whom were Spanish-English bilinguals, participated in the 16-week intervention. Intervention students…

The purpose of this action research project report was to increase reading fluency for 38 third-, fourth-, and fifth-grade students. The teacher researches collected data from a Parent Survey (n=26), Student Survey (n=38), Teacher Survey (n=12), and Teacher Interviews (n=4) for a total of 80 participants. Data was collected from September 8, 2011…