Reading aloud to students is a common practice among teachers of young children. While reading aloud is a research-based instructional strategy with many potential benefits, studies show that not all teachers read aloud to their students, and read-aloud use tends to decline as students age. The purpose of this study was to explore the current…

The study aimed to identify significant disparities in the reading growth of English learners (ELs) enrolled in either push-in or pull-out EL services, as measured by the ACCESS and MAP assessments. Conducted at a middle school in southwestern Illinois, the research focused on the impact of different EL programming types on the reading performance…

The ability to read, the single most important skill students need for learning, has been on the decline across the nation while student interest in books has also waned. Yet, despite the flagging interest in, and proficiency with, reading, English Language Arts (ELA) instruction has remained largely unchanged especially in grades 6-12. The…

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…

It has long been suggested that contextual facilitation effects (hereafter, context effects) reflect the interaction between the construction of an internal representation of context and the processing of a semantically related word (Kuperberg & Jaeger, 2016; Stanovich, 1980). Listening and reading studies have constantly replicated the…

In an urban school district in a southwestern state, the problem investigated was that elementary educators are struggling to support the reading needs of Grade 3 through Grade 6 students from families having limited access to economic resources. Students with higher socioeconomic status (SES) outperform students with low SES backgrounds. Students…

This study examined the impact of knowledge-building curricula on raising reading achievement for students from high-poverty backgrounds. The overall purpose of the study was to contribute to our understanding of curricula that may be effective in closing achievement gaps for students from lower socioeconomic backgrounds compared to…

The purpose of this study was to analyze the impact of the reading program, System 44, on students with learning disabilities in grades six and seven at a small rural middle school. The middle school implemented the reading program during the 2018-2019 school year to assist students reading below grade level to "catch up" or close the…

The intent of inclusive practices is to support learning for all students, both with and without disabilities, who are to be given the expected benefits from inclusive settings that promote success for them. Yet, there is little known about the effects that this compositional change in education has upon students without disabilities. Little…

This qualitative, single case study of linguistically diverse sixth-grade students to understand how these students explored and experienced their English literacy development (ELD) by using Retrospective Miscue Analysis (RMA) and Collaborative Retrospective Miscue Analysis (CRMA). In addition, the study explored the roles that families and…

In response to the adoption of the Common Core State Standards for Language Arts Literacy by the New Jersey Department of Education, Chesterport K-8 Public School District implemented a district-wide program to promote reading skills across all academic subjects called the Close Read Initiative (CRI). This study reviews and analyzes the Stanton…

Nationwide, middle school students are transitioning to high school without being able to read at grade level. This occurs despite schools adopting Response to Intervention systems to provide additional reading instruction to those who are reading below grade-level. This study examined students' posttest reading comprehension scores to determine…

Many adolescents struggle with reading comprehension, despite an emphasis on reading instruction over recent decades. Evidence suggests that informational text is particularly challenging for students. To implement assessments within a multi-tiered framework, schools must have psychometrically adequate tools. Using data of 473 students in Grades 6…

There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language…

This research focused on students' reading identities and literacy learning and their potential relationships to teachers' instructional decisions in the support of these. The study included two experienced teachers from an ethnically diverse urban school district. This middle school setting included two classes each from one sixth-grade language…