The research-to-practice gap in special education refers to educators' limited use of practices that are supported by empirical evidence. Procedures specifying criteria for the determination of evidence-based practices (EBPs) in special education have the potential to address challenges associated with identifying EBPs. Although meta-analyses and…

This article presents an overview of a conceptual framework designed to help reading professionals better understand what their students are facing as they learn to read in alphabetic writing systems. The US National Reading Panel (NRP) recommended five instructional components for improving reading outcomes but presented these instructional…

The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or…

The purpose of this true experimental, posttest-only control-group design was to determine if the color coding of exterior letters affects the fluency and decoding ability among fourth grade students who were below grade level in reading. If color coding exterior letters is an effective intervention, then struggling readers could utilize this…

In the present study, it was aimed to explore effects of repeated reading fluency intervention with performance based feedback on a student with reading difficulty. In the research, it was studied with a student having reading difficulties determined prior to intervention. During the intervention which lasted 38 hours, the activities including…

The current study explored whether a reading intervention combining flexibly applied multisyllabic word-decoding strategies with evidence-based fluency strategies was effective in improving the science text reading skills of upper-elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A…

This model policy creates a comprehensive early literacy reading policy to ensure all students receive the support and interventions necessary to enter fourth grade as proficient readers.

Background: Mobile e-books together with Blackboard LMS and Elluminate were integrated and used as extensive reading activities, i.e., as a supplement to in-class reading instruction. The aim of the activity was to develop EFL struggling freshman student readers enhance their reading skills through short, simplified e-books. Materials and Methods:…

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…

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…

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…

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…

The goal of a Comprehensive K-3 Reading Policy is to establish intensive reading intervention for K- 3 students who are at risk of reading failure to help ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention can…

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…

Some claim that good and poor readers continue their trajectories despite intervention. This quasi-experimental study examined whether the READ 180 program helps general education, below-grade-level, Title I pre-adolescent readers improve. Participants included 82 students, grades 4-8, in public Title I elementary and middle schools. Results…