Tablet devices, as assistive and instructional technologies, can be highly effectual pedagogical tools with multifaceted benefits, such as the ability to integrate multimedia and the ability to track student progress over time. The unique value of particular assistive and instructional technologies explains, in part, why they are more widely used…

The purpose of this article is to provide strategies that address three areas (creating a classroom library, incorporating environmental print, establishing writing activities) for beginning teachers for creating literacy-rich environments to support the academic and functional needs of young students with significant developmental disabilities…

Empirical studies investigating supplemental reading interventions for students with or at risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high-quality research can provide greater certainty of findings related to the effectiveness of supplemental reading…

Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…

Physical activity should be naturally occurring and not necessarily labeled as "exercise." Rather, it should set the stage for lifestyle habits that include movement for physical and mental health. The cross-curricular integration of literacy and health and physical education may help students see ways to connect physical and academic…

Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions…

Many students at-risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn (2007) synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading…

The Early Intervention Reading Software Program (EISP) encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2017-2018 school year, these…

This report summarizes findings and outcomes from the revised Dyslexia Program at Overton Elementary School during the 2018-2019 school year and provides recommendations for future literacy intervention programs in AISD.

The K-3 Reading Improvement Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for "at-risk" students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments…

Reading by third grade is a hot topic. Dozens of state legislatures have passed laws aimed at improving early reading, many of them mandating retention if the job is not done by the end of grade 3. Everyone from philanthropists to publishers, from parents to the press, have fixed on it. And setting aside too many people's assumptions to the…

This paper evaluates and compares two randomized interventions in Tonga, one targeting the home environment of children up to age 5 and one targeting the school environment for first and second grade students. The first intervention supports communities to set up and run playgroups that aim to improve caregiver-child interaction at home and…

Learning to read is an important step for a child's academic and social success. Meaningful and fluent reading skills are linked to children's progress in their thinking and criticizing abilities. The knowledge and skills required for effective reading are initially taught in primary schools. The main responsibility of primary school teachers' is…

Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…

Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…