The Cellfield reading intervention is based on the multi-deficit theory of reading difficulties and addresses several foundation skills of reading simultaneously. Existing research has confirmed that the Cellfield intervention leads to improvement in reading skill directly following the intervention, but little data exist to determine the…

Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and…

Drill-and-practice flashcard interventions are often used when students display delays in sight word recognition and word reading fluency. Sight-phrase interventions connect two to three words together to teach connected text instead of words in isolation. Although studies have shown that students can learn to read sight phrases through a…

The effects of a computer-based reading intervention on whole word reading in three post-secondary students with intellectual and/or developmental disability were evaluated using a multiple baseline across tasks (i.e., word sets) design. Words were selected from each student's elective undergraduate social science course materials. During this…

Background: Learning which letters correspond to which speech sounds is fundamental for learning to read. Based on previous experimental studies, we developed a serious game aiming to boost letter-speech sound (L-SS) correspondences in a motivational game environment. Objectives: The goal of this study was to determine the efficacy of this game in…

Purpose: For this study, 12 fifth-grade students read expository text, employed reciprocal teaching strategies, collaborated face to face online using a Web 2.0 tool during the reading workshop. The purpose of this action research was to evaluate the impact of reciprocal teaching embedded in the Wakelet Curation Tool, a Web 2.0 tool, on…

This study investigated Arabic teachers' perceptions of the practice of extensive reading (ER) in the United Arab Emirates (UAE). The study was conducted as part of an interdisciplinary research project at one of the largest higher education institutions (HEIs) in the country. The project aimed to develop and launch an Arabic online reading…

Decades of research have established effective curricula for struggling readers. In the digital age, educational technologies expand access to apps and resources to supplement classroom instruction, but most lack scientific backing. "Sound it Out," a collaborative effort between reading researchers and technology developers, aims to…

Fluency is one of the critical factors necessary for proficient reading due to its connection with reading comprehension yet many students with reading difficulties struggle to become efficient readers of connected text. The purpose of the current study was to examine the effects of a digital reading fluency program that incorporates…

Automaticity, defined as accurate and effortless word recognition, impacts a student's ability to read fluently. Although there is evidence that teaching students to read sight words in isolation can increase automaticity, few studies have examined the effects of interventions designed to teach students to read sight phrases. In this study, a…

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…

Sight-word interventions are often implemented when students show delays in word recognition. However, few studies have investigated the effects of teaching sight words using phrases. The current study investigated the effects of a tablet-based flashcard intervention on the acquisition of sight phrases. A multiple-baseline design across word sets…

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study…

The purpose of this research is to investigate the relationship between participating in an online software application focused on phonological processing and working memory and outcomes on foundational reading assessment measures. The online software application utilized was the Sound Reading Program. Students began the intervention working in…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…