This article describes the Four-N-Framework for responding to readers through focused and intentional individualized dynamic formative feedback. Making ongoing informed data-driven instructional decisions and effective actionable feedback supports students' reading growth and fosters lifelong readers. This easy-to-implement process can support…

Guided reading is a teaching practice many teachers utilize to provide differentiated reading instruction to small groups of learners. During guided reading, students read instructional leveled texts with teacher support. This research synthesis examines student-centered outcomes resulting from guided reading instruction over 20 years spanning…

This cross-lagged study examined the classroom-level associations between the reading performance of first-grade students (N = 537) and observed literacy instruction activities in classrooms (N = 30) in the autumn and spring terms. The multilevel analyses indicated that lower average word reading skills in the classrooms (i.e., there were more…

The purpose of this study was to determine the impact, if any, the implementation of Personalized Learning (PL) would have on fourth-grade students in a rural public elementary school in the area of reading achievement, mastery, and progress. The study compared two cohorts of students. The control group received traditional learning reading…

Purpose: Having a clear understanding of the types and amounts of classroom literacy learning opportunities is important for contextualizing children's early literacy performance. In this study, we examine the content, context, and management of literacy learning opportunities in a large, geographically diverse sample in the United States. We also…

The action-research study explores a district leader's experience implementing district-wide individualized learning plans (ILPs) and individualized instruction to enhance student outcomes in reading. The study utilizes collective leadership practices by collaborating with reading interventionists throughout. In addition, this study provides an…

Teacher accountability and test scores currently drive many practices within the field of education. At the same time, student populations have become increasingly diverse, causing classroom teachers to feel pressured to teach to the test. Differentiated instruction has emerged as a best practice to help maximize learning for all students.…

In "Teachers as Decision Makers: Responsive Guided Reading Instruction," Robin Griffith draws on years of research and countless interactions with students and teachers to present a framework of instructional decision making centered on the readers we work with, the books we share with them, and the instructional objectives we guide them…

In this invited Viewpoint, Sharon Walpole tracks her thinking about feasible, effective, small-group differentiated instruction. She acknowledges political pressures and the focus on science of reading. She describes the attractiveness and feasibility of guided reading. She then identifies some salient criticisms of the assessments, texts, and…

Author Wiley Blevins is renowned for changing the way educators think about teaching children to read, helping thousands of teachers implement effective phonics instruction. Now, Blevins gets us to think in powerful new ways about differentiating whole-class phonics lessons, so students at every skill level can engage. With Blevins' trademark…

Purpose: This case study sought to investigate the relationship between pre-service teachers' participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction. Design/methodology/approach: The study was embedded within a 4000-level course in the…

Children's development as readers is a complex and multifaceted process. Rather than emphasizing individual components of reading instruction, Melanie R. Kuhn and Katherine A. Dougherty Stahl argue that it is more effective to view the reading process as a reciprocal or interactive one in which readers' development in one component of reading can…

The purpose of this study was to determine current kindergarten teacher understandings of early phonics instruction and how teachers are meeting readers' early phonics needs during guided reading instruction. Using Vygotsky's (1979) social constructivist theory and Ehri's (1995) connectionist theory and by focusing on age-appropriate instruction,…

Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated effective comprehension practices within a response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 Flemish fifth…

This study investigated the feasibility and effectiveness of using a flipped classroom (FC) approach to combine self-regulated learning (SRL) instruction and out-of-class eLearning activities in a two-year reading intervention program to facilitate students' learning of classical Chinese reading. A total of 352 junior secondary students from three…