In this study we examined the effectiveness of a reading intervention targeting a group of 24 struggling readers in ten primary schools in Ireland. The intervention consisted of two components; component one consisted of 15-20 minutes delivery of the Toe-by-Toe programme (a well established systematic synthetic phonics programme) and the second…

To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low…

This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading…

"SpellRead"[TM], formerly known as "SpellRead Phonological Auditory Training"[R], is a small-group literacy program for struggling readers in grades 2-12. "SpellRead"[TM] integrates the auditory and visual aspects of the reading process and emphasizes specific skill mastery through systematic and explicit instruction.…

This study investigates the treatment effects of a family literacy parent education program, Partners for Literacy (PfL), and whether treatment effects of PfL vary by ethnicity. Results from hierarchical linear modeling revealed that parents in PfL significantly outperformed their counterparts in a control group on a measure of interactive book…

We evaluate a program that aims to improve children's reading skills by providing classes with age-appropriate reading material and incentivizing children to read through a 31 day read-a-thon. During the read-a-thon, the program significantly increases the propensity of children to read, causing 20 percent more children to have read a book in the…

Most of today's reading programs rest on faulty ideas about reading comprehension. The author argues that comprehension is not a general skill; it relies on having relevant vocabulary and knowledge. He explains the need for a fact-filled, knowledge-building curriculum. He suggests that states should adopt a common core curriculum that builds…

The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to…

Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills development. This report presents an overview of the Reading Together Program that introduced…

This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of…

The Great Leaps Reading Program (GLRP) was developed to supplement the reading instruction of students with reading difficulties (Campbell, 1995). Repeated readings, within each component of the GLRP intervention, were used until a predetermined criterion for mastery was achieved. Three secondary students educated in a rural, Title One school…

Ten first grade students, participating in a Tier II response to intervention (RTI) reading program received an intervention of video self modeling to improve decoding skills and sight word recognition. The students were video recorded blending and segmenting decodable words, and reading sight words taken directly from their curriculum…

In this study, the effect of Family Supported Pre-Reading Program developed for 6 year olds attending nursery school on children's reading success in the future was examined. In order to fulfill this aim, reading skills of 25 primary school first-grade pupils who participated Family Supported Pre-Reading Program were compared with another 25…

This applied dissertation was designed to evaluate improving the reading performance of fifth-grade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle…

The purpose of this study was to determine whether students with significant cognitive impairments make measurable gains in reading skills as measured by the Woodcock Reading Mastery Tests--Revised when taught using Direct Instruction reading programs. Additionally, the study explored teacher perceptions of the effectiveness of Direct Instruction…