South Carolina implemented its Read to Succeed (RTS) policy in 2014 in accordance with federal requirements. The problem addressed in this study was that there are many students in South Carolina Title I schools still failing to achieve reading proficiency after 3 years of full implementation of RTS. The purpose of this qualitative study was to…

This sequential explanatory mixed methods study examines the impact of the Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning intervention on teacher knowledge within the context of South Carolina's reading policy. Quantitative analyses of pre- and post-assessment data indicate significant improvements in…

Parent-Child Reading Program (PRP) was an intervention program designed by Ms. Dai, who was a Chinese teacher at Future School in China, to promote reading literacy among elementary students. Program participants included the teacher in the PRP (Ms. Dai) and the parents of students who participated in the program. The goal of this program was to…

Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…

This study tested the effects of parent-implemented reading interventions on four elementary students' reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified…

The Early Intervention Reading Software Program encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2018-2019 school year, these software…

Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia).…

This qualitative narrative study explored the unique lived experiences of K-12 educators implementing the Alabama Reading Initiative (ARI), a professional development and reading intervention program in the Black Belt region of Alabama. The study involved purposeful sampling of 32 participants from 16 schools in that region, 8 schools excelling…

Reading comprehension and fluency issues are the most significant challenges facing adult, developmental reading students in community colleges. While a great deal of focus has been on improving developmental reading instruction, there is a lack of attention, and research, on how to best improve students' actual reading. Self-selected reading…

During the 2017-2018 school year, SEG Measurement conducted a study of the effectiveness of Imagine Language & Literacy, an online system that provides individualized adaptive instruction and breaks down skills into component parts to help students become proficient readers. The study was conducted in three districts in Texas. Research…

In the middle school setting, reading is a requirement if students are to access the curriculum and demonstrate content proficiency. By grade three, students are expected to read on grade level, but by middle grades (7-8), some students still struggle with reading for comprehension. In addition, some middle school teachers struggle to implement…

The present evaluation study sought to determine how LightSail is implemented within schools in three public school districts, Evergreen Public Schools (EPS), Denver Public Schools (DPS), and Oakland Unified School District (OUSD). Case studies conducted in a subsample of schools within the three districts included classroom observations,…

The purpose of this study was to determine how teachers in an urban school district implemented Comprehensive Literacy Improvement Program (CLIP) and balanced literacy framework in second through fifth grade classrooms by exploring the evidence of implementation of guided reading strategies. Instructional delivery, training methodology, phonemic…

Core instruction is an important part of an effective response to intervention (RTI) model. To implement RTI effectively, school teams should regularly examine the effectiveness of their core instruction to determine if at least 80% of students meet the proficiency standard with core support alone. However, some educators may not have the skills…

It is imperative that students learn to read in the early grades, yet many fail to do so in developing countries. Early grade reading interventions have emerged as a common means to attempt to address this problem. This paper presents a definition of early grade reading interventions as interventions that employ a combination of five components:…