In 2016, a Midwestern state legislature passed the Read by Grade Three law that mandates students who are not proficient readers at the end of third grade to repeat the third grade. The problem is that teachers struggle with implementing effective instructional interventions, and they acknowledge their lack of experience with effective…

This dissertation investigates the potential of sustained use of academic vocabulary in reciprocal dialogue to improve educational equity for fifth-grade students with specific reading disabilities. Students with reading disabilities often struggle with acquiring academic vocabulary, which can hinder their overall academic performance and limit…

Preschool children considered at risk for future reading difficulties experience unique and complex combinations of risk factors. In this exploratory study, we used latent profile analysis (LPA) to investigate the underlying classifications of children identified as at-risk for reading difficulties (N = 281) along selected cognitive,…

A grassroots movement of parents who fear that their children's reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing…

The essential guide to the science behind reading and its practical implications for classroom teaching in primary schools. Teaching children to read is one of the most important tasks in primary education and classroom practice needs to be underpinned by a secure foundation of knowledge. Teachers need to know what reading entails, how children…

The objective of this study was to evaluate the impact of a multi-component homograph processing intervention complemented by Executive Function (EF) skills on the performance of struggling readers. The researchers focused on measuring improvements in literacy, metalinguistic abilities, cognitive/EF skills acquired during the intervention, and…

English Learners (ELs) have become a significant part of classrooms in the United States, posing a challenge for teachers to provide an equitable education. Inadequate training and a weak understanding of bilingual students' literacy and language development make it difficult for teachers to make instructional decisions for reading instruction.…

More than fifteen million native Chinese-speaking children are at risk for reading difficulties (RD), making effective Chinese reading interventions crucial for enhancing individual and societal well-being. A total of 51 studies from 2,015 children aged 6 to 13 years were included in the current meta-analysis to examine what works for reading…

This case study investigates how teachers supported below-level readers who made reading comprehension gains in a virtual reading clinic during the COVID-19 pandemic. Data sources included case reports, lesson plans with reflections, and recorded instructional sessions for 10 participants--5 teachers and 5 students. All student participants were…

Young students who are struggling with reading need a strong foundation in decoding skills. The need for strong decoding skills is particularly true for students facing multiple risk factors. A robust research base exists for interventions that improve decoding skills, but that research base extends minimally to students facing several risk…

We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 (N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text processing…

This meta-analysis included experimental or quasi-experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm-referenced screening or mean baseline…

The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading…

The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational…

Reading is one of the fundamental aspects underlying students' achievement yet becomes an activity abstained by students. In fact, EFL learners demand more enjoyable and diverse reading activities. Most EFL students perceive that they are continuously exposed to prevalent reading activities. This qualitative study aims to scrutinize the…