The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities…

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic…

This field-based randomized trial examined the effect of assignment to and participation in summer school for two moderately at-risk samples of struggling readers. Application of multiple regression models to difference scores capturing the change in summer reading fluency revealed that kindergarten students randomly assigned to summer school…

This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional…

This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…

This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…

This study measured the effectiveness of various instructional approaches on the reading outcomes of 198 adults who read single words at the 3.0 through 5.9 grade equivalency levels. The students were randomly assigned to one of the following interventions: Decoding and Fluency; Decoding, Comprehension, and Fluency; Decoding, Comprehension,…

This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study, struggling readers in the Team Alphie schools were tutored in groups of 6. In the control schools, students…

The purpose of this study was to design, implement, and evaluate the efficacy of scaffolded silent reading (ScSR) compared with the evidence-based practice of guided repeated oral reading (GROR) with feedback on 3rd-grade students' fluency and comprehension growth. Using a mixed-model dominant-less dominant design, the authors collected both…

Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the "Quick Reads" fluency program was used…

In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with (n = 17) and without (n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or…

Effects of instructional complexity and role reciprocity within classwide peer tutoring (CWPT) programs were examined with a total of 119 students (learning disabled, low achieving, or normally achieving) in grades 2 through 5. Students in all CWPT conditions outperformed controls on a reading fluency measure; however only those in CWPT with role…

Examines the effectiveness of two computer programs designed to increase phonological awareness in young children. Finds that children who received computer-administered phonological awareness instruction and children who received teacher-delivered phonological awareness instruction showed a significant increase in phonological processing over…

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…

Third grade students involved in group-assisted reading made greater achievement gains in comprehension and vocabulary than did those who were given no assistance. Group-assisted reading is easy to implement and may be used to help remedial readers perform better. (JD)