Text reading fluency is an important reading goal for all students. Students with a known reading disability often need systematic and evidence-based instructional supports to reach grade-level benchmarks in fluency. A recent focus on high-impact tutoring practices has given attention to the virtual or remote implementation of programs. This…

This systematic review and synthesis summarizes intervention research for Grade K-12 students with a reading difficulty and co-occurring inattention to identify (a) the relevant intervention literature base, (b) the student, study, and intervention characteristics of these studies, (c) the effects of these interventions on reading and behavior…

Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety and low motivation. Recent research on the educational impact of the COVID-19 pandemic indicates that children with poor reading skills were disproportionally disadvantaged. This growing number of students experiencing…

In this case study, Sarah Horner and Jane Orr from the Bloomfield Learning Centre, a specialist literacy clinic run as a charity and serving the poorest parts of London, report on how Sounds-Write helped a student regain his self-confidence and motivation for learning, after difficulties in reading had led to behaviour problems and a dislike of…

Developing the high levels of reading proficiency necessary to navigate the secondary curriculum is challenging for ELLs, but it is an essential component of academic success in their secondary and subsequent post-secondary education. Despite the importance of understanding the literacy needs of this population, research documenting the reading…

The Virginia public-school assessment and accountability system impacted the statewide reading proficiency scores for students with disabilities. The purpose of this causal-comparative quantitative study was applied to answer the research question, and hypothesis statement and determine the difference in the reading improvement measured by the…

This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects…

Virtually every teacher works with at least some and sometimes many, students who struggle to read on grade level. Recent research has demonstrated success in improving the reading level of students in grades 4-9 with reading difficulties. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel,…

Research has shown that fewer studies have focused on improving the reading abilities of middle school Black girls (Morris, 2007). As BGRDs progress through K-12 grades, they increasingly rely on basic and advanced reading skills (i.e., oral reading fluency [ORF] and comprehension) to learn. Providing BGRDs with engaging reading passages that are…

The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124…

This study investigated the impact of using Fix Up Strategy as a specific treatment to deal with the learners' problem in reading that cannot be overcome merely by general reading comprehension course. This was a kind of quasi-experimental research involving 69 students of Madrasah Tsanawiyah (MTs) Al-Hikmah Bandar Lampung, Indonesia. They were…

Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

Middle school is often the last place where students are taught basic reading skills such as phonology, morphology, fluency, and comprehension before they move on to high school where reading is predominately focused on understanding, analysis, application and evaluation of content area material. In addition, middle school students are exposed to…

The purpose of this study was to investigate the effect of the HELPS Program on the reading fluency skills of secondary level students attending an alternative education program using single case design methodology. Participants in this study included one 8th grade student and two 9th grade students attending an alternative education program in…