This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a…

Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them…

This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program designed to develop upper-elementary students' vocabulary skills in order to improve reading comprehension. The study used a true, group-randomized, experimental design, which randomly assigned 46 4th grade classrooms (n=1324 students) from 12 districts…

This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions--1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in…

Though the immediate effect of Reading Recovery (RR) is both strong and well established, the longer term or sustained effect has been less studied and the evidence regarding it has been less conclusive. Michigan Reading Recovery students (n = 328) were compared to control students (n = 264) while in first (2009-2010), third (2011), and fourth…

This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition…

This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…

The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

The purpose of this study was to examine the relationship of two implementation variables (source of technical support and time of implementation) to first grade reading achievement across three naturally-occurring conditions over a six-year time span. Two of the conditions involved implementation of Direct Instruction (DI) curriculum programs,…

Though campus principals must take on many leadership roles, their primary responsibility is to facilitate effective teaching and learning with the overall mission of enhancing student achievement. One way to provide instructional leadership is to evaluate and select effective instructional programs that align with campus goals of improving…

The purpose of this varied replication study was to evaluate the effects of a supplemental reading intervention on the beginning reading performance of kindergarten students in a different geographical location and in a different instructional context from the initial randomized trial. A second purpose was to investigate whether students who…

Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading-related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the…

Reading is a skill, which is essential for a child's school success. The purpose of this quantitative, causal-comparative study was to investigate the effects of the Reading Recovery (RR) Program. The data utilized were from two groups of students at-risk in the area of reading, first-grade students involved in at least 12 weeks of Reading…

This study explored the long-term benefits of the Reading Recovery ® program for economically disadvantaged students who were successfully discontinued after the first grade. The hypothesis was tested that students exiting first grade with grade-level reading abilities and with similar low socio-economic status (economically disadvantaged), who…

This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…