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Direct linkCravalho, Danielle A.; Jimenez, Zaira; Shhub, Aya; Solis, Michael – Beyond Behavior, 2020
This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary…
Descriptors: Grade 4, Grade 5, Grade 6, Grade 7
Brasseur-Hock, Irma F.; Miller, Whitney; Washburn, Jocelyn; Chroust, Alyson J.; Hock, Michael F. – International Journal for Research in Learning Disabilities, 2021
We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program's impact. We evaluated 235 students with low reading achievement…
Descriptors: Program Evaluation, Middle School Students, Reading Programs, Reading Instruction
Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan – Education and Training in Autism and Developmental Disabilities, 2013
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Descriptors: Reading Comprehension, Language Skills, Autism, Pervasive Developmental Disorders
Horn, Mary; Feng, Jianhua – Online Submission, 2012
This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…
Descriptors: Experimental Groups, Reading Comprehension, Middle School Students, Pretests Posttests
Mason, Linda H. – Reading & Writing Quarterly, 2013
Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading,…
Descriptors: Direct Instruction, Reading Comprehension, Cognitive Processes, Reading Strategies
Gutchewsky, Kim; Curran, Joanne – Educational Leadership, 2012
According to a 2010 report by ACT, "Only 31 percent of students are performing at a college-and-career reading level with respect to successfully understanding complex text" (p. 5). This statistic demonstrates what educators know: Middle and high school students face numerous challenges in reading, understanding, connecting to, and…
Descriptors: Teaching Conditions, Reading Instruction, Time Management, Secondary School Teachers
Vaden-Kiernan, Michael; Caverly, Sarah; Bell, Nance; Sullivan, Kate; Fong, Carlton; Atwood, Erin; Borman, Geoffrey; Park, So Jung; Jones, Debra Hughes – SEDL, 2012
The Louisiana Striving Readers evaluation assessed the implementation and effectiveness of the Voyager "Passport Reading Journeys" (PRJ), a widely used supplemental literacy intervention for struggling adolescent readers that reflects the research-based practices recommended by the National Reading Panel (2000) and other more recent…
Descriptors: Program Effectiveness, Program Implementation, Fidelity, Grade 6
