This study examined the impact of explicit comprehension strategy instruction supported by guided reading and partner reading on at-risk students' strategy knowledge and reading comprehension. Participants were 47 first graders (25 in the treatment group; 22 in the control group) and 44 second graders (19 in the treatment group; 25 in the control…

The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative…

The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were…

The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to…

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a…

This study investigated the effect of explicit teaching of comprehension strategies on the comprehension performance of elementary school students. Two schools with similar demographics, including a significant proportion of students at risk for reading failure, participated in the study. One school utilized an explicit comprehension strategy…

In this study, 72 secondary English teachers from the Santa Ana Unified School District were randomly assigned to participate in the Pathway Project, a cognitive strategies approach to teaching interpretive reading and analytical writing, or to a control condition involving typical district training focusing on teaching content from the textbook.…

This newsletter of best practices in implementing the High Schools That Work (HSTW), Making Middle Grades Work (MMGW) and Technology Centers That Work (TCTW) school improvement models is based on presentations at the 27th Annual HSTW Staff Development Conference in Charlotte, North Carolina, in the summer of 2013. The newsletter is divided up into…