Phonics and fluency instruction are primarily viewed as elementary-centric skills that do not have a place in middle school, which may neglect the usefulness this type of instruction provides to older students. Literacy centers are one method for successfully teaching these skills in a middle school setting. The purpose of this paper is to provide…

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…

The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish-English bilingual students with learning disabilities. Students were two females and one male. Using a multiple baseline single case design, researchers taught students to create a funnel map graphic…

In this study, which is based on the fact that the nature of learning is and should be understood on the basis of social constructivism, interaction and collaboration in language development are explored and digital games are discussed as an instructional technology. For digital games developed with learning in mind, the effects of educational…

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…

The purposes of the study were: (1) to study the effects of the 12PBL technique learning management on Grade 7 students' reading comprehension; and (2) to study students' satisfaction with learning in the 12PBL technique. The samples were 22 Grade 7 students in a school in Thailand selected by a purposive sampling method. The instruments were the…

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare-contrast relations between…

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…

Oral reading fluency has been established in previous literature as a key component in becoming an effective reader. Repeated reading (RR) and listening passage preview (LPP) are both oral reading fluency interventions well-supported in the research literature, however, most of this study explores their use with elementary-aged children, with only…

In France, the growing percentage of students with reading problems calls for innovative teaching, particularly for students with serious learning difficulties. The present study was conducted on two classes with comparable reading levels: one standard sixth-grade class and one eighth-grade SEGPA class (those with learning difficulties). This…

Over a 12-week period, the researchers implemented explicit and systematic reading instruction using grade-level fiction to evaluate the effects on the oral reading fluency and comprehension of seventh and eighth grade urban students at risk of academic failure. Ten students in the experimental group were provided systematic instruction consisting…

This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. (Methodology)This study used a quantitative research method and comparative design. The participants…

Living Book--Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016-August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from…

The purpose of the present article is to report on a large-scale investigation of six school districts' implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We…

Young adolescents are at a critical age in their schooling as they transition from primary schooling into secondary education. The reading development of these young adolescents in New Zealand occurs within a variety of contexts. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the…