Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based…

Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to…

Many children living in linguistically diverse low- and middle-income countries learn to read and write in multiple languages. Recent research provides implications for effective reading instruction with multilingual learners (e.g., Hall et al. in New Dir Child Adolesc Dev 166:145-189, 2019). However, there is limited empirical evidence on…

This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, "Friends on the Block," includes multiple strands of literacy providing explicit instruction in phonics,…

The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school…

The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained…

This study compares the effectiveness and efficiency of constant time delay (CTD) and simultaneous prompting (SP) to teach decoding and word reading to four students, 7 to 9 years of age, with intellectual disabilities (ID) in the mild to moderate range. An adapted alternating treatment design was implemented to assess the two methods. The results…

The importance of helping all children make meaningful progress in reading development is supported by legislative mandates and court rulings. The purpose of this research was to describe findings from a series of single-case design studies completed over three years to test the effects of a specific comprehensive literacy intervention, Friends on…

This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…

Overall, game-based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer-assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning.…

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…

Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4-8) that were randomly assigned to one of three conditions--one of two PHAST…

Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New…

Pearson sought to explore whether the use of Bug Club, an online and in-print reading scheme targeted at ages 4-11, is related to pupils' literacy learning, attitudes to reading and school, and reading activity. This Research Report presents findings from one research study: a multi-approach evaluation we conducted in collaboration with University…

We present quantitative results from the pilot-year of a large scale Swedish educational project in reading development called LegiLexi, inspired by research within the response to intervention and formative assessment traditions. The vision of the project is that every pupil should reach adequate reading skills at the end of grade 3 in primary…