In this article, the authors report results from two pilot studies (n = 15 teachers total) investigating the effectiveness of the Online Content-Focused Coaching (CFC) programme for increasing classroom text discussion quality. Online CFC is comprised of a six-week online workshop followed by individual remote coaching sessions. Teachers in…

In the early 1960s, researchers began to conduct content analyses of core reading programmes/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here…

Students in grades 3-6 need to use increasingly sophisticated comprehension skills and strategies as they read and build knowledge across disciplinary content areas. Grounded in research, this book presents effective practices for integrating literacy instruction with literature, science, and social studies. Chapters address text selection,…

The purpose of the present case study was to explore fourth-grade dual language learners' interactions with culturally relevant children's literature. The present study involved observations of six second- and third-generation immigrant students participating in read-aloud sessions with the teacher reading the text and the students responding…

Background: Physically manipulating objects according to texts can improve reading performance. This study examined whether these benefits can also be achieved via observing these manipulations or whether, because of an additional involvement of an action system, the physical manipulation might induce larger effects. Methods: In total, 134 second…

This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9-10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment…

We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…

The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. A comprehensive policy ensures early identification of struggling readers and establishes intensive reading intervention for K-3 students who need more support to become successful readers. The policy focuses on demonstrated…

Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students' basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse…

Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students' basic and high-level comprehension, in two 4th-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse…

Employees in the twenty-first century must be equipped to effectively process information from print and online sources; yet, many students struggle with online research and comprehension skills, making them ill-prepared in college and careers. Utilizing a qualitative exploratory case study design, this study describes how a fourth-grade teacher…

One of the main reasons why students with learning disabilities have difficulty in reading comprehension is their inability to have metacognitive skills such as planning, monitoring and evaluating their reading performance. In this context, the study aimed to investigate the effects of the TWA strategy ["Think Before Reading, Think While…

This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely…

Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a…

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…