Purpose and Method of Study: The purpose of this study was to compare the effectiveness of two approaches to professional development methodologies implemented in public schools. A quantitative, correlational research design was employed to determine whether the academic success in the core content areas of reading, writing, math and science could…

In this article, we discuss tensions that emerged as we collaborated with teachers to iteratively design and refine an afterschool reading intervention approach that emphasizes inquiry and disciplinary learning for upper elementary readers positioned as struggling in school. Our findings are organized around four design tensions that help us…

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…

A substantial body of research has noted morphological priming effects in visual word recognition in deep orthographies, but it is still unclear whether similar effects exist in transparent orthographies. In the present experiment, we investigated the development of morphological decomposition in visual word recognition in the phonologically…

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…

Extensive research has been conducted on summer reading loss among children from low-SES families and children who are struggling readers (Alexander, Entwisle, & Olson, 2001; Allington, et al., 2010; Compton-Lilly, Caloia, Quast, & McCann, 2016; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Heyns, 1978; Parker & Reid, 2017).…

Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary…

As part of integrated instruction, educators aim to efficiently and simultaneously address learning goals across multiple subject areas like English language arts (ELA) and science or social studies. While studies are beginning to show that this instructional approach can be effective, it is challenging to implement in practice, requiring that…

Over the last few decades, scholars have conceptualized academic struggle, including learning disabilities, as socially constructed. When students, especially students of color, are constructed as struggling with school-based literacy, they can experience a variety of negative outcomes including higher dropout rates. In an attempt to unpack how…

Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for…

Black boys in grades third through fifth are not developing reading comprehension skills compared to their peers in an urban southeastern school district. The purpose of this basic qualitative study was to explore perceptions of third through fifth grade reading teachers on reading comprehension of Black boys in this district. The conceptual…

This study examines teacher implementation of an adolescent literacy curriculum designed as an intervention for students reading two years below grade level. Specifically, this work focuses on the adaptations made by four experienced teachers in a single school that sustained implementation of this curriculum after the intervention trial had…

Explanatory patterns regarding situational differences in reading comprehension performance may be best captured by multidimensional reader profiles. Data from 56 third- and fifth-grade students were collected to investigate the applicability, scope, and convergent validity of a reader profiling scheme based on Alexander's (2005) reader profile…