This study evaluated the effectiveness of using a researcher-developed iPad app with a 0- to 5-s constant time delay procedure to improve phonological awareness skills of young children with mild developmental delays in a small-group arrangement in a rural public elementary school in Southwest United States. The study was conducted using a…

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…

Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4-year-old children's early literacy skills and parental attitudes to reading…

This quantitative study examined the data collected from the students who participated in a reading intervention and compared their growth rate after one year of implementation to their growth rate prior to the intervention. The study was conducted in an affluent school corporation located in Indiana. The study evaluated the effectiveness of this…

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…

This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was…

The study was implemented in the Title I Marinette School District using a randomized experimental design and parallel quasi experimental design spanning three grades 1-3 in 3 district elementary schools. The Remediation Plus Intervention is a multi-sensory, systematic synthetic phonics curriculum for all ages of students who struggle with…

This study investigated the effectiveness of the S.P.I.R.E.® reading intervention program for struggling readers in grades 2-10. Specifically, the study examined the program's impact on students identified as English Language Learners (ELL) and Special Education students. Seventy-five students from the Whitehall City School District (Ohio)…

This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish-English-speaking students. Two hundred forty students, 49% of whom were Spanish-English bilinguals, participated in the 16-week intervention. Intervention students…

This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…

Designed to help preservice and inservice teachers use assessments to identify problems and employ appropriate strategies to help their students become better readers, this text includes 12 case studies that detail children's literacy struggles. The cases are embedded within a framework of research-based instructional interventions related to best…

This brief describes a quasi-experimental study of Word Generation, conducted in public middle schools in Boston. Word Generation is a robust vocabulary intervention that is implemented across key subject areas. The purpose of the program is to enhance students' vocabulary in support of improved reading comprehension. The brief outlines the…

This report summarizes the results of the Newark, New Jersey, Striving Readers program for project Years 1, 2, 3, 4, and 5. This report updates one analysis (3 years); the remainder of the impacts and implementation findings are for Year 4. The Striving Readers Grant addresses the unmet needs of middle school students reading 2 or more years below…

Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to…

State education departments, in discussions with Regional Educational Laboratory (REL) Southeast, identified low reading achievement as a critical issue for their students and expressed an interest in identifying effective strategies to promote the foundational skills in young students that might improve reading achievement. The Mississippi…