Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching

Reading Fluency: Critical Issues for Struggling Readers

Morpho-phonemic analysis boosts word reading for adult struggling readers

A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language background and reading levels, then randomly assigned to...

Exploring the Nature of Effective Word Study Instruction for Struggling Readers: Practical Applications for Broader Perspective of the Simple View of Reading

Effective reading instruction plays an important role in improving students’ outcomes in reading achievement. This paper is designed to serve as a tutorial for translating the simple view of reading model into classroom practices for improving early reading instruction. This model is used as a framework for facilitating teachers’ word study knowledge for instructing both typically developing re...

WWC Review of the Report “Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention”

The study authors conducted a cluster randomized controlled trial (RCT) in which 16 schools were randomly assigned to conditions: eight to the intervention group and eight to the comparison group. All kindergarten and first-grade classrooms within each school were included in the evaluation. Within each eligible classroom, five struggling and five nonstruggling readers were randomly selected fo...

Modeling child-based theoretical reading constructs with struggling adult readers.

This study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults reading between the third-and fifth-grade levels, including 127 men and 153 English speakers of other languages. Using measures of skills and subskills, confirmatory factor analyses wer...