This study examined incremental change for several reading component skills while adolescents were actively learning a word-level intervention and measured pre-/postintervention change in skills. Six ninth graders in two different classes participated during the 2019-2020 academic year. Primary analysis was based on an A-B single-case design…

Multilingual children living in areas with low socioeconomic status (SES) are at an increased risk of having speech, language and communication needs (SLCN). Many multilingual children with SLCN in Sweden have insufficient basic vocabulary knowledge in the majority language, preventing them from achieving the school's learning goals. However,…

This study set out to design and implement an approach to Tanakh education that would help students become expert decoders of the Biblical Hebrew text as they became expert interpreters of it. The goal, following existing, research-based best instructional practices from literacy, was to create a curriculum in which language skills and meaning…

Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…

In the classroom experiences described in this article, grade three students were introduced to storytelling through the interactive read aloud of a mentor text and a storytelling demonstration, followed by daily collaborative activities involving listening, speaking, reading, and writing, culminating in dramatic storytelling performances. The…

This study aimed to examine which genres parents are reading to children and for themselves. Furthermore, it aimed to examine mothers' and fathers' shared reading strategies for different book genres in relation to children's language and literacy development. Parents shared a narrative and an expository book with their preschool-aged children.…

Interest in students who exhibit characteristics with difficulties in learning can be traced as far back as 1800. In order to better understand the complexities and causes of learning disabilities, many researchers (Bannatyne, 1968, 1974; Rugal, 1974) have investigated ways to better identify learners who struggle with academics. A strong argument…

This research extends previous studies regarding the metaphoric competence of autistic and learning disabled children on different measures of visual and verbal non-literal language comprehension, as well as cognitive abilities that include semantic knowledge, executive functions, similarities, and reading fluency. Thirty seven children with…

Fluency is known as the bridge between phonics and comprehension. Teachers of reading provide high-quality instruction in phonics and decoding strategies, usually in a small-group format, but may be unsure how to insert fluency instruction into the small-group lesson. This article presents key concepts in fluency instruction and a description of…

This article explores some of the deficits in our educational system in regard to non-hearing students. It has become agonizingly clear that non-hearing students are being left out of the gallant sweep to enrich our children's educations. The big five areas of literacy, at best, present unique challenges for non-hearing students and, in some…

The lexical decision (LD) and naming (NAM) tasks are ubiquitous paradigms that employ printed word identification. They are major tools for investigating how factors like morphology, semantic information, lexical neighborhood and others affect identification. Although use of the tasks is widespread, there has been little research into how…

Adult literacy interventions often rely on models of reading validated with children or adult populations with a broad range of reading abilities. Such models do not fully satisfy the need for intervention research and development for adults with low literacy. Thus, the authors hypothesized that a model representing the relationship between…

Progress monitoring provides teachers with frequent, reliable data on student improvement in academic skills. However, valid and reliable progress monitoring probes are primarily available just for reading fluency, comprehension, spelling, and math. Because the instruction of students with disabilities in science occurs primarily in general…

The purpose of this study was to describe teachers' perspectives and comments about their reading curriculum and instruction at different school levels. A brief historical examination of the English instruction and the contemporary education policies in China was provided. Twelve Chinese teachers of English at different schools levels participated…

For a number of students, early failure is highly predictive of later failure, severely limiting the development of skilled reading. Students who do not read fluently generally do not become good readers. In addition, students with inadequate fluency are likely to avoid reading because of fear of failure and negative attitudes--and students who…