Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of…

Recent initiatives in the UK and the US have added greatly to the amount and quality of research on the effectiveness of secondary reading programmes, especially programmes for struggling readers. This review of the experimental research on secondary reading programmes focuses on 69 studies that used random assignment (n=62) or high-quality…

Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the…

This document summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of interventions for struggling adolescent readers. Databases used for conducting this review included Google Scholar and ERIC. Literature from peer-reviewed, scholarly journals was reviewed, along with national reading and literacy…

In this systematic review of the literature, reading interventions for adolescent English language learners (ELLs) were evaluated to determine the state of the existing research, identify promising practices, and to guide future research. Eight studies met the inclusion criteria and were assessed to determine if they met What Works Clearinghouse…

Understanding how to support student reading comprehension has long been a goal for education research. Yet no existing literature review links interactional scaffolding, defined as the responsive in-person support an expert reader offers to a novice, and reading comprehension. This review employed theories of scaffolding and reading comprehension…

The ability to meaningfully and critically integrate multiple texts is vital for twenty-first-century literacy. The aim of this systematic literature review is to synthesize empirical studies in order to examine the current state of knowledge on how intertextual integration can be promoted in educational settings. We examined the disciplines in…

This article is a report of recent evidence on methods for teaching young and struggling readers to read words. Specifically, evidence comparing synthetic and analytic phonics instruction was reviewed as well as the benefit of instruction in encoding and morphological awareness. The evidence reviewed suggests that instruction in synthetic and…

Teachers require interventions for students with intellectual disability (ID) that are simple, efficient, and can be implemented in the classroom versus interventions requiring isolation. The purpose of this review was to update the prior review by Joseph & Seery (2004) and to serve as a resource for parents, practitioners and researchers…

Providing a child with reading difficulties with the appropriate reading intervention as early as possible is critical to prevent future academic failure. As reading is composed of several sub-components (phonology, orthography, fluency, comprehension), choosing the appropriate intervention may be confusing. Here, we attempt to provide an…

This study aims at analyzing "Unlock English Reading, Writing and Critical Thinking Skills" Textbooks (First and Second editions) in terms of the inclusion of the lower and the higher order thinking skills. The current study is a descriptive content analysis paper that followed a checklist containing the cognitive levels of Bloom's…

The use of literary texts from various sources to teach reading at Indonesian Islam-affiliated university was still under research. This study offered a contextually-relevant and culturally-sensitive reading instructional model for such particular university which sought to blend western, Indonesian, and Islamic cultures in harmony. The model was…

Scholars [e.g., Carlsson-Paige, N., McLaughlin, G., & Almon, J. (2015). Reading instruction in kindergarten: Little to gain and much to lose. Retrieved December 11, 2015, from https://www.sarahlawrence.edu/cdi/media/pdf/ReadinginKindergartenreport.pdf] warn that outcome-oriented, kindergarten, literacy standards may encourage an overreliance…

Extensive reading has been continuously studied as a promising instructional method for improving students' language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta-analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether…

The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as 'English Learners', to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label 'English Learner' in relationship to deaf children are explored:…