This study explores the practical effects of lexical and collaborative learning on improving reading comprehension and analytical writing skills among twelfth-grade students in Chinese language classes. A sample of 30 students aged 17 to 19 was selected from a public high school in China. The Chinese Reading Comprehension Skills Test Paper…

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students' use of reading…

To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-17 school year. Long-term…

Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…

To be effective teachers of literacy for students who read braille, we need to know what our students' strengths and needs are as all these components come together in braille literacy. Using an appropriate assessment that addresses the skill sets involved in braille literacy is critical to putting together effective intervention packages for our…

Purpose: The purpose of this quantitative quasi-experimental study was to focus on the difference of Instructional Reading Level (IRL) scores in Title I public elementary school students, before and after Tier II Response to Intervention (RTI) was implemented. Theoretical Framework: This study was applied theoretically to Vygotsky's sociocultural…

This study aimed to explore the effectiveness of learning the Chinese Proficiency Test (HSK) 1 reading course through the Udemy platform and assess the learner's satisfaction with learning the Chinese course on the Udemy platform. The participants were 30 zero-foundation learners with minimal exposure to basic Chinese expressions and were randomly…

This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…

The purpose of this study was to examine: (1) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention; and (2) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of…

This study aimed to compare the readability levels of the reading passages in the General Aptitude Test (GAT) and those of English textbooks for the Upper Secondary Level in Thailand. The corpus of the General Aptitude Tests (C-GAT) was compiled from 70 reading passages on GAT test papers from 2009-2021, and the corpus of English textbooks (C-ET)…

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three…

The Virginia public-school assessment and accountability system impacted the statewide reading proficiency scores for students with disabilities. The purpose of this causal-comparative quantitative study was applied to answer the research question, and hypothesis statement and determine the difference in the reading improvement measured by the…

This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility…

Background: Reading and reading comprehension are crucial skills, yet many students in grade 4 struggle with them. To address this, several instructional practices have gained popularity. For one, explicit reading strategy instruction (ERSI) is deemed useful, given the finding that successful readers tend to employ reading strategies. As a second…

This study sought to find if the implementation of the strategy of goal setting and reflective portfolios would improve reading comprehension among long-term English learners (LTELs), which in turn would impact their FastBridge aReading scores. LTELs have difficulty reclassifying, resulting in negative outcomes regarding graduation rates and…