This study explores the relationship between teachers' (N = 168) demographic factors (gender, grade level, content area, age, and educational level) and the frequency of using readalouds in their classrooms. Data analysis revealed significant relationships between the frequency of read-alouds and gender, grade level, and content area. Female…

Purpose: Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide…

This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10)…

Students who do not read proficiently by the end of first grade are likely to remain poor readers and suffer academic difficulties across all subjects during their school career (Moats, 2017). Therefore, early identification and intervention of reading difficulties are essential for students' academic success (Partanen & Siegel, 2014; Vadasy…

Early reading intervention is crucial to ensure all students develop strong foundational literacy skills for academic and lifelong success. This Spotlight will help readers investigate the benefits of tutoring on early reading skills; identify how to build students' reading stamina; gain insights into knowledge-building curricula; review the…