The purpose of this study is to examine the effects of Data-Based Individualization (DBI) on the reading comprehension of high school students with intensive needs in reading; specifically, two students with specific learning disabilities in reading (RD) and one student with high functioning autism (HFA). Perceptions of social validity of DBI by a…

This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. (Methodology) This study used a quantitative research method and comparative design. The participants…

The past decade has witnessed a plethora of research in teaching second language reading, and how to teach with efficiency has gradually gained ground in the field of Second Language Acquisition. Even though empirical studies have revealed that there is a positive correlation between students' learning motivation and learning outcome for effective…

We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated…

Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the…

Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…

A fresh look at the reader response theory to enhance student comprehension through meaningful interactions with literature, this paper explores the instructional implications of a reader response approach in secondary classrooms and examines its role in fostering students' critical reading and thinking skills. The approach promotes transaction…

Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…

This study examined the effects of anaphoric pronouns presented via computer screen on the reading comprehension of four children with Autism Spectrum Disorder (ASD). Stories from the education.com website were used to collect data. The students' responses to reading comprehension questions during baseline, treatment, and follow-up sessions were…

Intelligent tutoring systems for ill-defined domains, such as reading and writing, are critically needed, yet uncommon. Two such systems, the Interactive Strategy Training for Active Reading and Thinking (iSTART) and Writing Pal (W-Pal) use natural language processing (NLP) to assess learners' written (i.e., typed) responses and provide immediate,…

The use of digital materials in educational settings is common, despite evidence indicating that comprehension of digital text is inferior to comprehension of printed text. A potential solution to this problem is to use learning strategies for deeper text processing. Text-highlighting is a strategy known to improve comprehension of printed text;…

With the release of the 2017 National Assessment of Educational Progress (NAEP) and 2016 Progress in International Reading Literacy Study (PIRLS) results, concerns that reading scores of U.S. students have remained flat for the past decade have surfaced again along with suggestions about the source of this problem and how it might be remedied. The…

The present study explores whether the relation between aspects of first-grade reading instruction and reading growth through eighth grade differed for Asian language minority (LM) children and native-English-speaking (NE) children. The sample consisted of 6,715 NEs and 242 Asian LMs, followed from first to eighth grade. Findings were as follows:…

This study is intended on the development of the learners' reading comprehension and story analysis skills under the implementation of PowToon as an innovative instructional material for learners' development in reading comprehension and story analysis skills. This study provided various evidence on how innovation can be a great step in developing…

Educators need to utilize evidence-based instructional strategies that effectively support the needs of English Language Learners (ELLs). Reciprocal Teaching (RT) (Palincsar & Brown, 1984) has a wide body of research that demonstrates its effectiveness when introduced to students in general education and special education settings (DaSilva…