The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational…

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three…

This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in grades 1 through 4. The research team conducted 121 approximately 30-minute classroom observations. Educators were asked to…

This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in Grades 1 through 4. The research team conducted 121, [approximately]30-minute classroom observations. Educators were asked to…

This randomized controlled trial focused on 59 struggling readers in the third and fourth grades (30 female, 29 male) and examined the efficacy of an intervention aimed at increasing students' multisyllabic word reading (MWR). The study also explored the relative effects of an embedded motivational beliefs (MB) training component. Struggling…