Yupana Inca Tawa Pukllay (YITP) is a ludic didactic resource based on semiotic alternation that, using the reading of numbers in the Inca numeral system, improves its equivalent Indo-Arabic reading. Twelve children from first to fourth grade of a bilingual (Spanish-Quechua), multi-grade elementary school in a small rural Peruvian community were…

Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We…

This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties (N = 481) were classified into three clusters…

This quasi-experimental study aims to find out the effectiveness of using Kagan structures on students' perception. Two grade six English language classes (experimental/control) with a total of fifty students (n=50) were included. Both sections were exposed to the same teaching techniques covering the same reading comprehension material. Pre-test…

In this study, we examine evidence of transfer from reading instruction to students' learning of language arts and historical content as demonstrated by their independent writing and growth in background knowledge. We taught a unit in a sixth-grade language arts classroom in which students learned about design elements of graphic novels (e.g.,…

The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the instructional materials included in core literacy programs for teaching inferences. The purpose of this study was to determine the frequency of background, anaphoric, predictive, and retrospective inferences in instructional…

The present study explored the influence of short vowelization in Arabic orthography on reading comprehension of different texts, different genres and on different levels, among students of different ages. It explored the influence of short vowelization in Arabic orthography on reading comprehension of texts from the Koran, informative texts,…

Determining what elementary teacher candidates need to know to effectively teach reading will aid in how preparation programs prepare future teachers. To understand state legislation targeting early reading instruction, this study compared the tenets of structured literacy, the reading method used in dyslexia programs, to scientific reading…

The elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students' conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in…

Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, "PowerPoint" software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was…

Students with learning disabilities (LD) often face significant difficulties in reading. Research has found a variety of different evidence-based practices to support the reading development of students with LD in areas such as word work, vocabulary, and reading comprehension. However, these practices are most often intended for use in traditional…

With a one-stage meta-analytic structural equation modeling (MASEM) analysis based on 49,416 individuals from 267 independent samples and 210 studies, the current study systematically investigated models including meta-linguistic skills, decoding, language comprehension, and reading comprehension for Chinese population. Findings showed that (1)…

Reading fluency involves a complex interaction of different cognitive skills and abilities that develop with instruction and practice and relies on the automaticity of many distinct reading skills (e.g., pacing, word recognition, expression, phonological awareness). Fluent reading frees cognitive resources, such as working memory, for more…

Elementary school teachers are expected to teach reading 'inclusively' to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading…

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in…