South Carolina implemented its Read to Succeed (RTS) policy in 2014 in accordance with federal requirements. The problem addressed in this study was that there are many students in South Carolina Title I schools still failing to achieve reading proficiency after 3 years of full implementation of RTS. The purpose of this qualitative study was to…

More than fifteen million native Chinese-speaking children are at risk for reading difficulties (RD), making effective Chinese reading interventions crucial for enhancing individual and societal well-being. A total of 51 studies from 2,015 children aged 6 to 13 years were included in the current meta-analysis to examine what works for reading…

The problem that was investigated in this study was that despite existing implementation of reading instruction strategies, some students in fourth grade demonstrate reading difficulties prompting the need for additional approaches to reading instruction. The purpose of this quantitative quasi-experimental study was to investigate the difference…

Purpose: The purpose of this quantitative quasi-experimental study was to focus on the difference of Instructional Reading Level (IRL) scores in Title I public elementary school students, before and after Tier II Response to Intervention (RTI) was implemented. Theoretical Framework: This study was applied theoretically to Vygotsky's sociocultural…

This research considers strategies used by school leaders to engage, involve, and support families and local communities to assist their children to become more able readers. Data were collected from five case study schools in Tasmania where participants had attended the Principals as Literacy Leaders (PALL) program. The data shows that principals…

Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the…

After the pandemic, many students returned to the classroom behind on reading, as shown by data in the National Assessment for Educational Progress (NAEP). Those students are now adolescents and approaching a critical turning point in their education: They are expected to read with greater independence. For students who are still struggling to…

This meta-analysis synthesizes results from expository text structure interventions designed to increase comprehension for students in kindergarten to grade 12 published between 1970 and 2013. Twenty-one studies were identified, 19 of which met criteria for a meta-analysis, including 48 studywise effect sizes that were meta-analyzed to determine…

This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K-12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional instructional methods that utilized technology, and online…

Inference ability is considered central to discourse processing and has been shown to be important across models of reading comprehension. To evaluate the impact of inference instruction, a meta-analysis of 25 inference studies in Grades K-12 was conducted. Results showed that inference instruction was effective for increasing students' general…

Although it's been almost seven years since many states took the important step of elevating their academic standards by adopting the Common Core, teachers and administrators across the country still bemoan the lack of reliable information about which instructional materials are high-quality and best aligned to the new standards. One recent survey…

The present evaluation study sought to determine how LightSail is implemented within schools in three public school districts, Evergreen Public Schools (EPS), Denver Public Schools (DPS), and Oakland Unified School District (OUSD). Case studies conducted in a subsample of schools within the three districts included classroom observations,…

This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy. It comprises three major parts: Part One: "Improving academic literacy instruction for students in grades 4-12." Based on…

Lifelong learning is the only way to sustain proficient learning in a rapidly changing world. Knowledge and information are exploding across the globe. We need accurate ways to facilitate the process of drawing external factual information into an internal perceptive advantage from which to interpret and argue new information. Accurate and…