Teacher preparation programs (TPPs) can equip preservice teachers (PSTs) with skills to implement evidence-based interventions in reading with fidelity by engaging PSTs i[...]

Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 20[...]

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading ins[...]

Improving elementary student reading achievement has been a well-defined goal of many federal and state educational initiatives over the last several decades. To that end[...]

Researchers suggest that youth involvement with digital texts and online media is essential to developing critical readers and writers in the twenty-first century (Alverm[...]

The development of the Internet allows for hybrid models of instruction that marry face-to-face and online learning (Osguthorpe & Graham, 2003). The purpose of this s[...]

Given the many challenges at the high school level to incorporate intensive fluency and comprehension interventions into high school courses, there remains a need for mor[...]

The purpose of this quantitative study was to compare and evaluate two types of vocabulary interventions using grade 9 physics vocabulary terms using two lists of 10 word[...]

The current study evaluated the effects of short-term, structured teacher training in Active Reading on student outcomes in listening comprehension, reading comprehension[...]

A multiple probe across teacher participants design was used to examine the effects of a professional development intervention that included content-based training and pr[...]