Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but it has yet to be tested as a platform for engaging parents in use of dialogic reading strategies with their young children. This exploratory study was…

We use the affordances of a supplemental digital literacy platform to study the dynamics of behavioral engagement and reading comprehension among middle-school students in remedial reading classes. All participating students (n = 315) were identified by their schools as needing additional reading support; 56% received special education services.…

This single case design study examined the effects of video modeling (VM) using an augmented reality iPad application on improving phonics skills of first-grade students who struggle with reading. Results indicated that all students made significant growth in their phonics performance and maintained the intervention gains for 5 weeks following the…

We examined the response to a phonics through spelling intervention for children with developmental dyslexia in word and pseudoword reading efficiency and word spelling. Furthermore, we investigated to what extent the response to the intervention is robust across different cognitive profiles (phonological awareness, rapid automatized naming, and…

This investigation examined the gender gap in language and reading skills in a sample of low-income African American boys compared to African American girls from the same neighborhoods and schools. Using a longitudinal, accelerated cohort design, we used individual growth curve models to evaluate the reading and language performance of 1st through…

We examined the effects of an adaptive phonological training program on the enhancement of 3 processing abilities--namely, phonological awareness, rapid automatized naming, and phonological short-term memory--as well as word and pseudoword reading in Arabic-speaking children with dyslexia. We compared an experimental group (n = 20; mean age =…

Low-income and racial/ethnic minority children are at increased risk of experiencing summer reading loss or declined reading levels due to time away from school. The purpose of this study was to determine whether a 6-week summer reading program would help children maintain or improve reading levels. Four-hundred-fourteen African American and…

Deficits in academic vocabulary knowledge plague students who struggle with reading and impact their reading comprehension and performance in content area courses. Experts have developed interventions aimed at improving vocabulary instruction. However, questions remain concerning the effects of vocabulary gains on reading comprehension and content…

Metacognitive approaches are important in teaching reading skills, but experts know little about how to develop self-regulation through classroom interventions. This article reports results from a randomized controlled pilot trial in which we investigated whether mindfulness-based training improves literacy scores/attitudes in children with…

Although research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through a response to intervention framework, researchers know less about cognitive predictors of response to Tier 3 instruction. This study measured 2nd and 3rd graders' performance on 7 cognitive…

This longitudinal study considers the contributions of language awareness to children's learning to read and spell. The aim of the study was to examine whether the connection between phonemic awareness and literacy in Greek is constant over time even when appropriate controls are taken into account. I examined this hypothesis with Greek Cypriot…

The purpose of this article is twofold: (a) to describe a structured literature review that was completed to determine how reading comprehension instruction has been studied with high-functioning children with autism spectrum disorder (ASD), and (b) to provide insight into the reading strategies that teachers might use to support these children.…

The present study explored the relationship between reading comprehension skill and morphological awareness among young Chinese readers. The objectives were to investigate whether morphological awareness is a critical cognitive and linguistic ability to differentiate poor comprehenders and good comprehenders and to further scrutinize the…

The current pilot study assessed the impact of a motivational intervention on the task-avoidant behaviors, task-engagement behaviors, and skill growth of elementary-age readers attending a remedial summer reading program. We randomly assigned students (ages 7-10) either to an experimental condition (n = 24) that integrated strategies emphasizing…

Studies that specifically test the effectiveness of instructional procedures for improving the writing of young African American males who experience difficulty learning to write are almost nonexistent. Although writing intervention studies include these children, researchers rarely disaggregate their data to determine whether the writing…