The purpose of the present mixed methods study was to investigate a model of situated professional development and classroom-based early reading intervention implemented by the K-2 teaching teams from one school in a large urban/suburban school district in the southeastern United States. Twenty-nine teachers participated along with 125 students…

Static reading labels are problematic not only because youths demonstrate varying reading skills and identities across secondary classrooms but also because being labeled as "struggling" can undermine literacy learning. Little research has investigated how "struggling" and "proficient" readers' interactions with…

Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read-through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole…

In elementary school, many children struggle in learning how to read. Some of these struggling readers will be identified to receive special education services as a student with a reading disability (RD), while other students will not be identified to receive such services but will continue to have low reading achievement (LRA). Limited research,…

Reading is considered a foundation of learning, playing a vital role in the students' achievement at schools through the academic years. Teaching reading is a demanding task that requires extensive work and effort from teachers to develop reading and writing skills throughout the elementary level. This study aimed to explore how male elementary…

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in…

In this article, we discuss tensions that emerged as we collaborated with teachers to iteratively design and refine an afterschool reading intervention approach that emphasizes inquiry and disciplinary learning for upper elementary readers positioned as struggling in school. Our findings are organized around four design tensions that help us…

Pre-service educators should enter a classroom confident in their ability to deliver literacy instruction for all learners. To determine pre-service educators' level of understanding and confidence in implementing effective early literacy instruction, this study used the 15 principles for working with struggling readers created by McCormick and…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

Children with weak decoding skills often struggle to learn multisyllabic words during reading instruction. The primary purpose of this study was to investigate the extent to which initial response to morphological awareness instruction, along with specific language and cognitive variables (i.e., phonological awareness, rapid naming, orthographic…

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading…

The decline of academic achievement during summer is well documented and can result in a one-month loss of skills acquired during the school year. Summer slide can further contribute to a widening gap between low and high achieving readers. This instrumental case study explored a summer class for adolescent readers labeled as struggling.…

Extensive research has been conducted on summer reading loss among children from low-SES families and children who are struggling readers (Alexander, Entwisle, & Olson, 2001; Allington, et al., 2010; Compton-Lilly, Caloia, Quast, & McCann, 2016; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Heyns, 1978; Parker & Reid, 2017).…

Over the last few decades, scholars have conceptualized academic struggle, including learning disabilities, as socially constructed. When students, especially students of color, are constructed as struggling with school-based literacy, they can experience a variety of negative outcomes including higher dropout rates. In an attempt to unpack how…