This case report describes a decoding intervention that was developed for and implemented with a 15-year-old female with significant word-level reading challenges. The intervention integrated multiple evidence-based approaches to improve decoding, including instruction in (a) phonemes-graphemes (sounds-symbols) that the participant did not know at…

Reading comprehension is a critical academic skill that permeates all academic subjects. Students with autism spectrum disorder are more likely to struggle with reading comprehension, especially as they enter secondary education. Therefore, evidence-based interventions to support middle school students with autism in developing reading…

Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model…

This project drew upon evidence in the field of professional learning and development (PLD) in education to create and evaluate a PLD program to foster the use of narrative intervention evidence-based practices by classroom teachers working with students with language and literacy difficulties (LLD) in Grades 3 through 5. The primary aim of the…

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…

Research has been conducted on the science of reading and how students learn to read. This knowledge has not increased reading achievement in middle school. Reading scores in grades 6-8 across America are declining. The gap for students with disabilities is widening. Luhmann's Systems Theory provided a framework for understanding an organization…

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…

More than ever, educators are expected to implement evidence-based interventions to improve student outcomes. This is often easier said than done, as illustrated by a recent study by Mathematica Policy Research in Oakland, California. To help secondary students who were several years behind in reading, the district piloted an intensive program for…

Reading Rescue (Reading Rescue), a research and evidence-based programme for struggling readers (Ehri et al., 2007; Miles et al., 2018), was developed by an academic in response to the cost and lack of explicit letter, phonemic awareness and phonics instruction in Reading Recovery. Reading Rescue represents a pathway from research to practice. An…

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten;" RRK) and its promise to improve outcomes for kindergarten…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

Response to Intervention (RTI) is a multi-level framework designed to prevent academic failure and remediate areas of deficit. It is a framework to support students for whom generally effective practices have been insufficient. Its inclusion in the Individuals with Disabilities Education Act (IDEA; U. S. Department of Education, 2004) identified…

Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement during reading instruction for these students. To support the engagement of students with…

Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers. The present study examined the efficacy of individualized goal setting on the oral reading fluency rates of upper elementary students who were reading below grade level. Visual analysis of a…

Introduction: Past research supports the efficacy of evidence-based literacy interventions for English-speaking struggling readers, but it remains unknown if similar results can be achieved in Spanish. Methods: We assessed the impact of a 15-hour long evidence-based literacy intervention for Spanish speaking struggling readers attending grade 1…