Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ("UFLI Foundations") in…

There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of "remote" instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were…

The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities…

Reading tutoring is a traditional technique to support the development of young readers. One relatively popular method of tutoring involves pairing a lower level reader with a higher level reader to synchronously read connected text aloud. We use the term Synchronous Paired Oral Reading Techniques (SPORT) to describe a family of related methods…

Teachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers…

In this paper, we investigated the impact of an online classroom-based reading assessment on implementing practices in reading instruction among 30 EFL learners in an intermediate reading course at a public university in East Java, Indonesia. Our study aimed to develop an online classroom-based reading assessment and evaluate its efficacy in…

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…

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…

This research explores structural relations among the component skills of reading comprehension in Kiswahili. Furthermore, the study examines the relationship between socio-economic status, home and school language use, and home literacy environment with Kiswahili reading outcomes. The study utilized secondary data from the baseline Tusome…

Purpose: We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method: A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US…

While adolescent foundational skills interventions can be critical levers for reading improvement, district leaders, teachers, and researchers must make complex decisions about how to evaluate their effectiveness in context. In this discussion article, we explore three issues and tensions we experienced during a 2-year research-practice…

This article highlights a Cultural Sustenance View of Reading (CSVR), a complex reader model illuminated by vivid findings from an eight-year collaborative classroom-based study and extensive reviews of cognitive and sociocultural research. Within the CSVR, reading is conceptualized as being shaped by a readers' culturally and linguistically…

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…