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 Spotlight will help readers investigate one state's plan to improve literacy with daily summer reading instruction; review how teachers can better support struggling older readers; gain expert insights into strategies for boosting reading proficiency; evaluate the merits of audiobooks for improving reading engagement; explore how short bursts…

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 objective of this study is to evaluate the critical reading (CR) strategies utilized by English major students at a university in Vietnam, identifying both frequently employed and underutilized tactics. The study encompassed a quantitative survey of 147 students who had successfully finished a CR course in their curriculum, supplemented by…

This research examined an evidence based dialogic shared reading strategy which incorporated aided language modelling and increased communication partner responsiveness with two children with complex physical, cognitive, and sensory needs (CPCSN) who use auditory plus visual partner assisted scanning (PAS) to access a Pragmatic Organised Dynamic…

In northeastern United States vocational and technical high schools, students who participate in career technical education (CTE) demonstrate varying reading levels of informational literacy. CTE educators, in two high schools, were challenged to support students' literacy performance, which is critical for entry in post-secondary institutions or…

This established text and teacher resource is now in a revised and updated third edition, with a broader focus on whole-class instruction as well as small-group and individualized intervention. The evidence-based Interactive Strategies Approach (ISA) provides a clear framework for supporting literacy development in grades K-3, particularly for…

Strong reading and literacy skills are essential for students' success in K-12 and beyond by providing the foundation for understanding the world and communicating effectively. This Spotlight will help readers learn how classroom conversations can boost reading proficiency; identify research on how to get students absorbed in reading; examine…

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…

The category of nonfiction picture books has changed in the past few decades, putting more emphasis on engaging writing styles, attention to accuracy, and using synergic relations between images and texts. As a result of this shift, the strategies taught to students for reading nonfiction picture books must change. The author presents five…

Reciprocal teaching (RT) involves collaborative dialogue between the teacher and students, with the aim of jointly constructing the meaning from a shared text. This study employs RT as a cognitive and metacognitive set of strategies for enhancing students' reading comprehension and monitoring skills. Thirty-four students were assigned to the RT…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…

This quantitative study aimed to examine the relationships between third grade reading instructional strategies in high-performing Title-One schools compared to low-performing Title-One schools in four school districts in South Carolina. The study was framed through the lens of Marzano's Theoretical Framework which outlined specific instructional…

The effects of extensive, timed, and repeated oral reading on 101 lower-intermediate Japanese university L2 English learners' reading rates and comprehension were investigated over one academic year. The participants were divided into four quasiexperimental groups: (a) Group 1 did extensive, timed, and repeated oral reading with prosody and…

Background: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. Aim: The aim of this article is to determine the role of explicit teaching…