Small-group, text-based discussions are a prominent and effective instructional practice, but the literature on the effects of different group composition methods (i.e., homogeneous vs. heterogeneous ability grouping) has been inconclusive with few direct comparisons of the two grouping methods. A yearlong classroom-based intervention was…

In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher…

Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random…