Syntactic knowledge, the implicit and explicit knowledge of syntax, is a necessary--but often overlooked--component of proficient reading (e.g., Deacon & Kieffer, 2018). Though some research exists on effective syntactic instruction, such as sentence combining (Neville & Searls, 1985; Wilkinson & Patty, 1993), researchers have called…

This rubric was developed for the analysis of intervention programs against the criteria of implementing the four recommendations and accompanying action steps presented in the IES Practice Guide "Providing Reading Interventions for Students in Grades 4-9" for the Adolescent Literacy Intervention Selection Tool (A-LIST). Each item in…

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…

The purpose of this study was to investigate if a group of sixth-grade low achievement language minority (LM) students' reading skills could be improved by an intervention designed to train reading fluency, a critical component of reading development, defined as integrating speed and accuracy (reading rate) as well as prosody. The study included…

Year 4 continued the Adolescent Literacy Intervention Selection Tool (A-LIST) development work from Year 3 and focused on reviewing the degree to which selected adolescent interventions support evidence-based recommendations. To inform that review, Region 1 Comprehensive Center (R1CC) and the Massachusetts Department of Elementary and Secondary…

The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading…

This study examined whether the intensive reading intervention affects annual reading level growth in middle school students to mitigate reading loss from the COVID19 school closures. Participants included struggling middle school readers (N = 101) from a rural district in east Texas. Student participant Measures of Academic Progress (MAP)…

Despite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127-150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259-267, 2007), very few studies have examined the current reading practices experienced by children…

Within the secondary level of education covering students in grades 6-12, reading comprehension continues to be an area of concern for traditional public-school educators. Because students lack the foundations of reading upon entering middle and high school, on average across the United States, many students struggle to meet high school graduation…

Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex,…

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…

Most students with reading difficulties struggle to read words. We examined intervention effects for students with "significant" word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of…

Unfortunately, far too many American adolescents are unable to read proficiently. The science of reading suggests explicit instruction in both word identification and language processing skills should bolster reading proficiency, but most commercial reading interventions for secondary students focus exclusively on the latter skill area. This study…

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…

The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (M = 10.51, SD = 0.89). The study used an experimental pre-post design consisting of a morphological…