This is the appendix for the report, "The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5." District leaders in a large urban school district in central Florida wanted to examine the efficacy of a new curriculum designed to enhance the word knowledge of grade 5 students so as to improve reading achievement. The new…

Teaching students to generate questions to monitor their reading comprehension is an evidence-based practice demonstrated to be effective across grade levels for students with and without disabilities. As self-questioning is a complex skill, many students can benefit from additional instructional supports, especially when they are first learning…

The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groups focused on learning morphological structure of words by identifying, decomposing, and constructing morphologically complex words. Results were compared with a…

Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight…

Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention,…

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the…

This article presents findings from a quasiexperimental study examining the effects of a Tier 2 intervention aligned to Tier 1 instruction, a nonaligned Tier 2 intervention, and a business-as-usual (BAU) comparison on the content knowledge, vocabulary, and reading outcomes of fourth-grade struggling readers. In the aligned condition, teachers were…

Research suggests that readers learn about word meanings from the various contexts of words in texts. Therefore, context clue instruction is often recommended as a way of boosting students' word learning skills. Ideally, such instruction should focus on context clue types that are common in authentic texts. We examined the prevalence of context…

Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…

Background: Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language. Aims: Here we examined the relationship of two factors known to influence reading comprehension (morphology and…

Background/Context: In 2010, Reading Recovery was awarded a $55 million Investing in Innovation (i3) grant from the U.S. Department of Education. This five-year grant supported the expansion of Reading Recovery in more than 1,400 schools in over 30 states, and provided intervention to over 80,000 students. Although a multi-site randomized…

Literature circles undoubtedly foster literacy, but successful participation in literature circles requires students' social and emotional competence. The author presents findings from a study of a fifth-grade student who demonstrated socioemotional growth while participating in literature circles. Specifically, growth in intrapersonal and…

The iPad has risen to become the preferred affordable device for classroom instruction and reading. Although multiple studies have been conducted on reading instruction and efficacy using iPads, little empirical research currently has supported the iPad as a preferential choice by readers. Therefore, in this study, the author aimed to investigate…

This study provides an in depth look at how middle school English language learners (ELLs) negotiate their identity as readers and writers as they engage in an identity-oriented unit of instruction. Drawing on theories of identity, identity negotiation, and transformative pedagogy, this study contributes to the field by exploring how a teacher can…

Students around the United States continue to struggle in areas of literacy. The problem addressed by this study is that fourth-grade students in the United States are scoring below proficiency in reading levels including areas of comprehension and reading fluency (Leon, 2015). The purpose of the mixed method study was to examine fourth-grade…