Despite an abundance of research centered on reading and applied behavior analysis, minimal literature exists on the use of applied behavior analysis methodologies to treat reading disabilities. This dissertation-in-practice action research study examined the extent to which a behavior-analytic intervention infused with the science of reading…

Problem Statement: As a result of the COVID-19 pandemic, students were negatively impacted academically and social-emotionally (Kuhfeld et al., 2020). Preexisting academic inequities were exacerbated, especially for students of color, students with disabilities, multilingual learners, and those from low-income backgrounds (Kuhfeld et al., 2022).…

One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the…

Over the past eight years, through examinations of school-administered reading assessments, Springboard has demonstrated internally that the average Springboard Summer scholar improves in reading during the program. Several partner school districts have compared Springboard scholars to their non-participating counterparts and found that, on…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. This initiative--the P-2 Balanced Literacy Initiative--aims to improve literacy instruction by training teachers to balance systematic foundational skills instruction with reading and writing instruction…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with…

Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. This initiative--the P-2 Balanced Literacy Initiative--aims to improve literacy instruction by training teachers to balance systematic foundational skills instruction with reading and writing instruction…

In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low-income and fragile contexts. Read to Learn, an early-grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students' reading skills.…

The Early Literacy 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 for testing…

Background: Most funders require non-governmental organisations to evaluate the effectiveness of their programmes. However, in our experience, funders seldom fund evaluation endeavours and organisational staff often lack evaluation skills. Aim: In this outcome evaluation of Living through Learning's (LTL) class-based English-medium Coronation…

A one-group repeated-treatment design was used to examine the academic year and summer oral reading fluency outcomes for students attending a district-sponsored summer literacy program (N = 250). Piecewise growth models applied to longitudinal data obtained during the first and second grade and over the course of the intervening summer revealed…

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…

If children do not learn how to read in the first few years of primary school, they will struggle to complete the cycle and are at greater risk of dropping out. It is therefore crucial to identify and test interventions that have the potential of making a large impact, can be implemented quickly, and are affordable to be taken to scale by the…

The purpose of this manuscript was to describe information about an animal-assisted therapy, specifically the Reading Education Assistance Dog (R.E.A.D.) program. In this manuscript I provide information about R.E.A.D. programs in general. Next, I share perspectives solicited from R.E.A.D. participants, specifically teachers, parents, students and…