Self-explanation practice is an effective method to support students in better understanding complex texts. This study focuses on automatically assessing the comprehension strategies employed by readers while understanding STEM texts. Data from 3 datasets (N = 11,833) with self-explanations annotated on different comprehension strategies (i.e.,…

The current study examines the morphological knowledge (MK) and self-reported MK self-efficacy of speech-language pathologists (SLPs) and educators in an effort to inform professional development and preservice training related to MK and skills in implementing morphological instruction. This sample of 850 U.S. participants consisted of SLPs (n =…

This mixed methods study addresses special education teachers' (SETs) knowledge and beliefs about specially designed instruction for reading, individualized education program (IEP) development, and aspects of future professional development opportunities that are supportive on these topics. Special education teachers are the primary authors of the…

The quality of a person's life, their success in school, and their options after they exit school for employment, recreation, and independence are impacted by the person's ability to read; therefore, it is of paramount importance that all students receive reading instruction from a teacher who feels prepared to teach reading. Access to equitable…

More than two thirds of students with disabilities enter secondary school with reading difficulties (Capin et al., 2022). Moreover, half of all secondary students who struggle with reading may still have word recognition difficulties (Hock et al., 2009; Leach et al., 2003; Spear-Swerling, 2015) making lack of attention to reading instruction a…

This literature synthesis examines empirical literature on interventions and measures used in experimental studies of reading comprehension for students with both autism spectrum disorder (ASD) and intellectual disability (ID) or intensive support needs. Eleven studies met inclusion criteria. We present the effectiveness of the interventions and…

The COVID-19 pandemic altered the ways that teacher educators could provide teacher candidates (TCs) with clinically-rich opportunities to build TCs' skills and self-efficacy related to teaching reading. The purpose of this qualitative study was to investigate the experiences of 19 TCs who participated in a semester-long virtual reading tutoring…

This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom-based reading assessment. Teachers can apply the CAPS…

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching (PBC) paired with scripted supports on teachers' use of shared book reading strategies. The primary dependent variable was percentage of strategies correctly implemented;…

Perusall, a collaborative reading tool, was introduced in an advanced reading and writing skills course in Hong Kong to increase engagement with texts and encourage critical discussion during the COVID-19 face-to-face class suspension. Students were asked to use the Perusall platform to complete pre-class readings, highlight and annotate text and…

When observing and consistently hearing about the obstacles our current public educational system faces, many are left wondering what can be done to produce genuine, significant, and continuous improvement. Upon deeper analysis of educational systems, one can see that many areas need system improvement. SOAR School (pseudonym) is a Pre-K-5 school…

This study examines the impact of teacher-led interventions with and without computer-assisted instruction (CAI) on student reading fluency in a Tier II Response to Intervention (RTI) framework. Utilizing archival data from the 2023-2024 school year, the research focuses on elementary students from first through fifth grade in a southeastern U.S.…

This qualitative case study examined the training reading teachers received in preparation for teaching reading to students with emotional behavior disorders (EBD), along with teachers' perceptions of the most beneficial strategies. Children with EBD have some of the lowest reading scores among their peers. This phenomenon is attributed to the…

I conducted a single instrumental case study to address the problem of practice in which approximately one-third of students entering the ninth grade for the 2019-2020 school year in the study school district were reading below grade level proficiency. I chose an instrumental case study method because it allows for an in-depth examination of a…

The purpose of this study is to investigate if a mindfulness mandala coloring activity reduces a student's anxiety about reading. Reading is a fundamental skill for all other academic success, making proficient reading skills necessary. This study investigates if a reduction in a third grade student's reading anxiety results in changes to oral…