Background: Reading and reading comprehension are crucial skills, yet many students in grade 4 struggle with them. To address this, several instructional practices have gained popularity. For one, explicit reading strategy instruction (ERSI) is deemed useful, given the finding that successful readers tend to employ reading strategies. As a second…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…

This matched-sample study investigates the use of a wide range of texts of varying--and often challenging--complexity to promote fluency for students experiencing below grade level achievement. We designed a repeated-reading protocol called 'Read Like Us', and performed a pilot implementation in small groups with third- and fourth-grade students…

This article describes a qualitative study conducted by two researchers who are teacher educators and a literacy coach in a private school. The purpose was to determine the effectiveness of a set of strategies for reading and teaching about graphic novels by examining the responses of three elementary-grade teachers in a reading workshop…

Reading comprehension is a complex and multifaceted process that is often difficult for striving readers to access. Researchers have reported that an explicit and systematic approach to teaching text comprehension strategies is effective for accelerating the growth of striving readers. In this study, the Self-Regulated Strategy Development model…

Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long-term transfer effects to untaught words and…

This study examined the comprehension skills and strategies presented in current reading textbooks used within the United States as a means of describing a contributor to the ecological component of reading. The ways in which comprehension skills and strategies are distributed across genres as well as connected to the National Reading Panel…

The purpose of the current mixed-methods study was to investigate the effectiveness of a traditional and novel knowledge activation technique for supporting fifth and sixth graders' comprehension of exposition covering unfamiliar content. For the quantitative portion, 149 rural middle-school students were randomly assigned to 1 of 3 conditions:…

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…

A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. "Concept Based Literacy Lessons" helps…

For years, educational practitioners and decision-makers have encouraged teachers to implement a balanced literacy approach in class. However, the effects of balanced literacy on the reading comprehension of students from different backgrounds have not been carefully examined in the current literature. Using the large data sets from the 2016…

Most students with reading difficulties struggle to read words. We examined intervention effects for students with "significant" word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of…

This research aims to determine the efficacy of the reading intervention program (OKU-GEL) in improving the fluent reading skills of primary school students with dyslexia. The model of the research is the changing criterion design from single-subject research models. The research was carried out with three Turkish-speaking male students attending…

Background: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same…

Reading motivation is an important contributor to reading achievement. Students with higher levels of motivation tend to outperform those with lower levels. Reading motivation is a dynamic, situational, context-dependent trait that can vary in children over time and across tasks. Teachers have a valuable opportunity to support students' reading…