This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…

English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…

To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students' baseline word reading…

This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…

The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups…

This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention ("Voyager Passport") with 306 fourth-grade students with severe reading difficulties. Students with reading comprehension achievement below the 15th percentile in the fall of fourth grade were randomly assigned to the intensive…

This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention (Voyager Passport) with 306 fourth grade students with severe reading difficulties. Students with reading comprehension achievement below the 15%ile in the fall of fourth grade were randomly assigned to the intensive intervention or to…

In October 2009, The New York State Education Department (NYSED), in partnership with the New York City Department of Education (NYCDOE), was granted funding as part of the "Striving Readers Project" to address the literacy needs of adolescent struggling readers early in middle school. The goal of the project was to implement and examine…

"Reading Recovery[R]" is a short-term intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. The supplementary program aims to promote literacy skills and foster the development of reading and writing strategies by tailoring individualized lessons to each student. Tutoring is…

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also…

Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…

The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…

National reports reveal one third of American fourth graders read below basic level on measures of comprehension. One critical component of comprehension is fluency: rapid, accurate, expressive reading with automaticity and prosody. Many fluency studies and classroom interventions focus only on reading rate, but this alone is not sufficient. This…

A quasi-experimental pretest/posttest group design was used to determine whether computer-assisted fluency instruction is as effective as print-based, teacher-led fluency instruction in improving fluency, vocabulary, and comprehension skills in third grade students experiencing delayed fluency development. Fifty participants were randomly assigned…

This study investigated the effectiveness of the S.P.I.R.E.® reading intervention program for struggling readers in grades 2-10. Specifically, the study examined the program's impact on students identified as English Language Learners (ELL) and Special Education students. Seventy-five students from the Whitehall City School District (Ohio)…