Students at an elementary school in urban Georgia scored below grade level in comprehension on the state's end-of-the-year assessment. School leadership implemented Lexia Core5, a blended learning program. The purpose of this quantitative study was to determine the effect of the Lexia Reading Core5 program on the reading comprehension skills of…

There continues to be a significant focus in Special Education research on exploring theories and interventions to benefit students with reading difficulties. Approaches that focus on teaching strategies for improving reading comprehension have proven effective (McNamara, 2007; Pearson et al., 2020; Vaughn et al., 2022). However, other approaches…

The problem addressed through this study is the low reading comprehension levels of fifth-grade students with exceptionalities (SwE) (e.g. dyslexia) in a local school district in Georgia. The purpose of this qualitative study was to explore fifth-grade teachers' perceptions on their successes, challenges, and suggestions when teaching reading to…

This quantitative study examines the Lexile level, estimated volume, and genre of fourth- and fifth-grade texts used in four popular core reading series to analyze the programs' possible effects on instruction and comprehension. The four series include Houghton Mifflin Harcourt's Into Reading, Lucy Calkins' Units of Study for Teaching Reading,…

The purpose of this action research was to implement four close reading strategies (Aha moment, Hmm moment, B.U.R.N. strategy, and R.A.P.) and evaluate its impact on fifth grade African American male students' reading comprehension skills and their experiences with reading at Wisteria Lane Elementary. This intervention study focused on two…

This study examined the reading performance data for a grade level of fifth graders using the Web-based Accelerated Reader assessment program. Based solely on student archival data, this study focused on the hypothesized relationship between the volume and complexity of quizzes taken from books read using the Accelerated Reader assessment program…

The problem that the researcher addressed through this study was that third- to fifth-grade teachers found it challenging to incorporate explicit comprehension strategies to reading in an elementary school in southeastern Virginia. The purpose of the study was to examine third- to fifth-grade teachers' perceptions of and experiences when…

The fifth-grade boys at an elementary school in Texas consistently perform lower than girls on the State of Texas Assessments of Academic Readiness (STAAR) reading portion. The gender gap in reading is not exclusive to this school. Boys score lower than girls on state-administered reading assessments each year in the United States (U.S.) and have…

This study examined the effectiveness of a Derived Relational Responding (DRR) program in improving reading comprehension accuracy among upper elementary students without intellectual or developmental disabilities who struggle to meet grade-level reading standards. Addressing a gap in current interventions, the study investigated whether DRR,…

This correlational study investigated the direct and indirect relationships derivational morphology had to reading comprehension for Spanish-speaking language minority students in the fifth-grade. It also investigated the direct and indirect effects Spanish phonological awareness had on reading comprehension. Multivariate path analysis was used to…

This quantitative, causal-comparative research study investigated whether school configuration has an impact on the reading performance of sixth-grade students by comparing the End-of-Grade (EOG) reading assessment Grade Level Proficiency (GLP) scores of sixth-grade students in K-8 configured schools to sixth-grade students enrolled in 6-8 grade…

Each teacher brings different strengths and beliefs to the classroom through instruction. When teachers implement the same curriculum, pacing guides, training, and support, their instruction still varies, as does student learning. The Action Research study sought to improve the connection between teacher self-efficacy and teacher perceptions in…

A key characteristic of individuals with autism is communicative dysfunction. Specifically identifying the appropriate use of pragmatic skills such as phrasing and syntax. When looking at expressing phrasing (producing of word groups), communication research has highlighted a significant group difference between students with autism and typically…

In the southeastern United States, many local school districts have mandated an increased use of instructional technology to address low reading proficiency among English language learners (ELLs). However, local district leaders and stakeholders concurred that additional research was needed to explore how teachers were using technology in their…

The researcher in the current study utilized a qualitative, single case study methodology to explore upper elementary teachers' perceptions of the effects of guided reading instruction on their fluency instruction, their efforts toward students' self-efficacy in reading, and their comprehension instruction. Classroom educators from Grades 3, 4,…