The support and engagement teachers foster in their classrooms likely impact student success in reading achievement. Therefore, we used a multilevel approach to examine if students' perception of support and engagement at both the individual and classroom levels were associated with students' overall reading achievement. Perception data collected…

The study aims to verify the validity and reliability of a set of tests for measuring Indonesian students' reading literacy achievement that has been developed by the Center for Language Strategy and Diplomacy Development as well as the Educational Assessment Center, two institutions under the auspices of the Ministry of Education, Culture,…

Despite a vast amount of reading research and legislation at the national and state level aimed at improving reading achievement, reading scores in the United States have remained stagnant. The purpose of this qualitative study was to examine novice teachers' perception of their preparedness to address the needs of students in their classroom…

The COVID-19 pandemic significantly impacted educational outcomes, including reading achievement in grades 3-5, particularly in schools primarily serving high-poverty communities of color. This study evaluates the 95 Phonics Lesson Library (95 PLL), a targeted phonics intervention program, in a low socio-economic status, ethnically diverse,…

This study, conducted by LXD Research, evaluates the 95 Phonics Lesson Library (95 PLL), a targeted phonics intervention program in a majority low SES, ethnically diverse midwestern school district from 2023-2024. Using a quasi-experimental mixed-method design, this study compares reading outcomes of fourth and fifth graders using 95 PLL with a…

The purpose of this study was to determine the impact, if any, the implementation of Personalized Learning (PL) would have on fourth-grade students in a rural public elementary school in the area of reading achievement, mastery, and progress. The study compared two cohorts of students. The control group received traditional learning reading…

The problem addressed through this study was that Grades 2-4 teachers in a New England urban elementary school district are challenged to remediate student learning loss in reading achievement. In the district, there was documented low reading proficiency for Grades 2-4 over the past 5 years, including before, during, and after the COVID-19…

This quantitative action research explored the impact of instructional coaching on students' performance on middle school reading assessments. Students' performance was measured in this study by examining students' percentiles scores on pre and post-tests on standardized reading assessments. The study included a treatment group that consisted of…

This quantitative research study of first-grade students in two rural school districts sought to understand the difference, if any, between teachers' professional development training in the science of reading and student achievement. The study also examined the statistical relationship between the science of reading professional development and…

Intervention research often investigates the curriculum or methods used to support learners, while less attention is given to the model of those interventions. The purpose of this study was to evaluate the efficacy of two models of reading intervention, and to better understand how they are serving middle school students. Working from a critical…

This study explores the efficacy of core phonics and intervention products by 95 Percent Group, LLC ("One95"), drawing on the relationship between technology, the science of reading, and learning sciences. Researchers analyzed data from 440 K-1 students in Maryland that rolled out One95 over two school years, fall 2020 to spring 2022.…

The goal of the current study was to gain insight into what elements encompass business-as-usual (BAU) reading instruction and to what extent BAU reading instruction includes elements that have been found to positively impact reading competence. In addition, we examined whether and how these evidence-based elements are incorporated and how they…

This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021-2022 or 2022-2023 school year. Students' pretest and posttest data were compared to determine the impact…

The purpose of this study was to gain insight into how elementary school leaders work collaboratively to foster Science of Reading instructional strategies to enhance early literacy. A multiple case study design was implemented whereby six elementary schools in the metro Birmingham area were purposely selected based on their documented increases…

The purpose of this randomized control trial (RCT) was to examine the impact of one-to-one high-dosage tutoring on reading achievement of kindergarten and first grade students, many at risk of reading failure. This nearly two-year study collected reading assessment data from 185 students, from across 13 classrooms, randomly assigned to either the…