Ohio elementary schools are moving to the Science of Reading, an approach that emphasizes phonics along with vocabulary- and knowledge-rich content. Keen on learning what this transition looks like inside classrooms, the Thomas B. Fordham Institute asked Ellen Belcher, a former journalist with the Dayton Daily News, to visit Margaretta Local…

The process of learning to read is more difficult for English language learners (ELLs) because they are often learning a new language as they are trying to learn to read. Learning irregular/high-frequency words (sight words) may be especially challenging for ELL students. Limited research exists on the effects of interventions designed to help ELL…

More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…

Using L1 in L2 classrooms is still a topic of controversy, especially in EFL contexts. Parallel texts are bilingual language learning materials in which L1 translation of the L2 text is given on the same page with a proper alignment. These materials are quite popular for self-study but their efficiency in EFL classroom practice is still vague.…

Exploring the realm of literacy involves understanding how graphic novels shape students' reading and writing journeys. Through scholarly research, the authors delve into the significant impact of graphic novels on education while highlighting their appeal to students through visual features and engaging storytelling. Included is a discussion of…

The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…

The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…

The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their…

Over the last several decades, forms of reading have expanded far beyond conventional print-based text to include multimodal representational forms rooted in new practices and contexts (Miller, 2007) including a variety of text formats within technologies. This rapidly changing digital landscape has impacts on the ways in which students engage…

Students identified as special education are being placed in general education classes with a plan for modifications and accommodations and expected to achieve academic success at the same rate as their on-level counterparts. However, they still continue to lag behind in literacy achievement by about 3.4 years. The purpose of this study was to…

Students deserve to see representations of themselves in the books that they read, but with low amounts of culturally diverse books being published, this is not an easy feat. Students are exposed to a wide variety of literature in their classrooms, and as the need increases for culturally responsive teaching, it is important to explore how…

The field of reading instruction has long valued storytelling for literacy development, but what kinds of stories are bi/multilingual students exposed to at school? Through the cognitive phenomena of conceptual metonymy and metaphor, this article links language to identity and exposes practices that act to fracture the identities of…

This exploratory study examined the nature of instruction provided in two reading intervention programs designed for elementary-grade students with dyslexia (The Multisensory Teaching Approach and Reading RULES!). In addition to documenting the proportion of time dedicated to particular content components (i.e., letter-name knowledge, phonological…

Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to…

Working with a post-secondary student with intellectual disability, an adapted alternating treatments design was used to compare sight-word acquisition across three computer-delivered learning trial interventions: one with fixed 5-s response intervals, another with fixed 1-s response intervals, and a third with self-determined intervals. Visual…