Clinical Question: Do bilingual school-age children (P) who receive reading strategy alone interventions (I) show improvement in math word problems (O) relative to a multiple-target intervention or control condition (C)? Method: Systematic Review. Study Sources: PsycInfo®, Web of Science, JSTOR, PubMed, ERIC. Search Terms: "bilingual" OR…

Background: The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes. Objectives: The purpose of this feasibility study was to…

The present contribution illuminates the initial developments in the adoption of Complex Instruction in Germany, where the implementation of the approach has just begun. It gives insights into a teacher education project, a theatre project, and a planned project at secondary schools.

Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background…

Purpose: The purpose of this study was to investigate the effectiveness of iCoaching during reading intervention. An interventionist received mentoring support to implement iCoaching. The goal of the study was to increase teacher-delivered, behavior-specific praise (BSP). Design/methodology/approach: Using a single-case multiple-probe design…

State laws that mandate in-grade retention for struggling readers are widespread in the U.S., covering 34% of public-school third graders in 2023-24. This study investigates the impacts of Michigan's third-grade reading law on subsequent test scores and school progress outcomes for the 2020-21 and 2021-22 third-grade cohorts. Using a regression…

Purpose: College placement assessments often overlook multilingual learners' full linguistic abilities and literacy engagement, as standardized tests primarily assess English proficiency rather than how students interact with academic texts. Directed Self-Placement (DSP) offers an alternative approach through self-assessment, with some models…

There is increasing recognition that the underachievement and disengagement of students, particularly Maori and Pasifika, in New Zealand schools is in large part a result of systematic factors that disadvantage these students. In response to the urgent need for change in our classrooms, the dialogic highway is a research-based approach to reading…

This article details how a preservice teacher discovered that small changes in the delivery of content through multimodal avenues create big changes in engagement with required canonical texts. The authors explain why multimodal instruction should be utilized. Then, readers are provided with descriptions of two example lessons using a multimodal…

This manuscript includes abbreviated remarks from the Integrative Research Review panelists at the 74th Annual Conference of the Literacy Research Association.

This study aimed to examine the impact of dialogic reading implemented within a classroom setting on the vocabulary and listening comprehension skills of kindergarten children defined as children with limited language proficiency. The study enlisted a cohort of 61 kindergarten participants sourced from classes in Ankara, Turkey. A classroom-based…

Background: Differentiating typical language development (TD) and developmental language disorder (DLD) in a bilingual context is difficult. The societal language is often the only mutual language of the child and the SLT. It has been shown that when assessing second language (L2) performance using tools developed for monolingual children,…

This research aims to investigate the impact of an early literacy programme called 'Dialog, Play and Tell--Early Literacy Skills Support Practices with Mother Involvement (DPT-ELP)' on the early literacy skills of socio-economically disadvantaged children. An interventional mixed research design was implemented with 13 children attending municipal…

How to bridge the gap between the reading skills of rural-to-urban migrant children and children with urban permanent residence has long been a big challenge in the field of language and family education research. However, very few studies have focused on high-level reading skills and their association with the home literacy environment and…

Background/Context: Despite increasing school enrollment, significant literacy gaps persist in developing countries, with many children unable to read by age 10. This paper evaluates "M'ap Li Net Ale," a comprehensive intervention aimed at improving early-grade reading skills in Haiti, a context characterized by limited government…