Reading opens the world to individuals and is one of the most important skills learned in school. Around the world, researchers are focused on improving reading instruction for all students, including students with developmental disabilities. Much energy is spent teaching reading basics such as early literacy skills to primary-aged learners…

Young adolescents are at a critical stage in their schooling. They are consolidating and improving their reading skills. By exploring what supports these 11- to 13-year-old students in reading from a wider systemic perspective, educators and policy-makers can better understand the complex factors which support reading development. This article…

This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth…

This study is an attempt to identify the impact of exploration and thinking loudly strategies on analytical reading and linguistic intelligence among second middle grade female students in Najran, Saudi Arabia. Semi-Experimental method was adopted to achieve study objectives. The sample consisted of (60) female students divided into three groups,…

Separate mixed model analyses of variance were conducted to examine the effect of textual distance on the accuracy and speed of text consistency judgments among adequate and struggling comprehenders across grades 6-12 (n = 1,203). Multiple regressions examined whether accuracy in text consistency judgments uniquely accounted for variance in…

"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…

Students used to reading digital texts can be supported in reading both those and print-based texts critically through a variety of strategies and applications. Connected reading, or the idea that our reading is networked both physically and digitally to create a shared construction of meaning, involves readers working with text in both recursive…

While the advantages of reading workshops are well known (Atwell, 1998), there is currently a debate among scholars, practitioners, and politicians about the use of instructional/independent level texts in light of the Common Core Standards' end-of-year requirement for students to be reading at grade level (National Governors Association Center…

This executive summary report highlights Austin Independent School District English learner students' (ELs) state-required English language proficiency test performance on the 2018 Spring administration. Student performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also discussed. A…

This paper discusses the National Assessment Program for Literacy and Numeracy (NAPLAN) performance of Years Five, Seven and Nine students in standardised tests prior and post the implementation of a mobile learning initiative in a Western Australian school for boys. The school sees the use of ICT as important in enhancing its potential to deliver…

Research findings on the presence of a therapy dog in the classroom are summarized. The authors reviewed 30 articles, book chapters, and other sources on the topic of the various uses of dogs in classrooms, published between 2001 and 2017. Ages studied ranged from 3 years to adolescence (high school). In our analysis, three categories of…

Blended learning has been touted to have substantial benefits for both teachers and learners. Enacting blended instruction with students provides data and other information sources to support teacher reflection. However, reflective accounts from practicing teachers in these blended environments are missing from research literature. With these…

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…

The central aim of this study was to clarify whether sign language (SL) nativeness is a significant factor in determining prelingually deaf individuals' reading skills and whether its contribution is modified by the reader's orthographic background. A second aim was to elucidate similarities and differences between native and nonnative signers in…

Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books…