The proliferation of online information has not come with a commensurate growth in students' ability to learn from that information. Today's students may be digitally native online communicators, but many lack the knowledge and skills necessary to navigate, find, and integrate online information into coherent understanding. Students who are able…

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was…

Special education disproportionality for culturally and linguistically diverse (CLD) students persists as a controversial and intractable problem in our educational systems. Response to intervention (RtI) and culturally relevant pedagogy (CRP), both independently and collectively are considered to offer promise for mitigating conditions of…

This systematic descriptive historical review was conducted to examine the status and trends in expository text structure instruction efficacy research for first through twelfth grade students. The analysis included sixty studies, which spanned the years 1978 to 2014. Descriptive dimensions of the research included study type, research design,…

Manitoba's reading scores continue to be under scrutiny. A national report, the PCAP, indicated that Manitoba ranked last in the country in reading (O'Grady & Houme, 2014). This literature review records the author's investigation into ways to support struggling readers in the early years classroom. Research articles were reviewed and books…

The main purpose of this review on published information on reading in Botswana schools is to seek ways of providing instruction and assessment that result in children becoming proficient readers. Botswana has made impressive progress in literacy growth since independence. However, a lot still needs to be done if literacy is to become all that it…

Background: For a majority of the world's children, despite substantial increases in primary school enrollment, academic learning is neither occurring at expected rates nor supplying the basic foundational skills necessary to succeed in the 21st century. The significant lag in academic achievement tells us that simply making formal education…

Education and related services are relying increasingly on empirically supported treatments (ESTs), which have been shown to improve student outcomes through rigorous research. Many organizations have developed review systems with guidelines for judging the quality of studies and identifying ESTs. However, little explicit attention has been paid…

This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and…

In a qualitative meta-analysis , the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing…

This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1-6 were included…

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…

Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to…

Research evidence suggests that summer breaks contribute to income-based achievement and opportunity gaps for children and youth. However, summertime can also be used to provide programs that support an array of goals for children and youth, including improved academic achievement, physical health, mental health, social and emotional well-being,…