Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support.

Christian Scott recently returned home from college and was set to begin his first year as a middle school special education teacher. During his first meeting with his new principal, he learned about his teaching schedule. His principal, Mrs. Walker, explained their district was making a push for using multitiered systems of support (MTSS) as a framework for instruction. Her school would identify students with reading difficulties based on their performance on prior state reading tests and use this information to develop student schedules that allow students to receive additional reading interventions (i.e., Tier 2, Tier 3). Christian would teach reading to students with disabilities on his caseload across instructional tiers (Tiers 1-3). He would be tasked with providing co-teaching support for students with disabilities as they participate in general education classes (i.e., Tier 1). He would also provide additional Tier 2 supports to students with and without disabilities that did not pass the state achievement test in reading. Finally, he would provide intensive interventions to students with disabilities who required small group instruction (Tier 3). Having just received his special education teaching credential, Christian was familiar with the co-teaching service delivery model and the elements of effective instruction for middle school students with reading difficulties. However, he wondered, "What will this actually look like? How will I support the general education teacher providing Tier 1 supports? It sounds like I will also provide Tier 2-type instruction to students via a reading intervention class. What should this look like? How will this differ from the small group, Tier 3 instruction I need to provide?" Christian's mind raced with questions he was too nervous to ask in his first meeting with his new supervisor. The special education lead teacher noticed Christian seemed unsure how to respond. She jumped in, "Don't worry, Christian. School doesn't start for a few weeks. I'll help you with the details so you can hit the ground running." Christian felt excited about the challenge but also overwhelmed. Planning lessons for students with varying needs across instructional tiers was a tall order, and he felt unsure about how to get started.

Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties.

Purpose: This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method: Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n = 340; 39% female) into subgroups based on their word reading and vocabulary knowledge. Growth models were then fit within each profile to evaluate reading comprehension performance over time. Results: Analyses revealed four latent profiles emerged: (a) very low word reading and low vocabulary (10%), (b) low word reading and low vocabulary (71%), (c) average word reading and low vocabulary (16%), and (d) high word reading and low vocabulary (3%). Subgroups varied in their reading comprehension initially and over one year. Students in the subgroup marked by very low word reading and low vocabulary showed the lowest reading comprehension performance initially; however, they also showed the greatest growth over one year. Conclusion: These findings suggest there is heterogeneity in the reading skill profiles of Spanish-speaking EBs with reading comprehension difficulties. They also underscore the prevalence of word reading difficulties among these students. These may be important factors to consider when developing interventions to prevent and remediate these difficulties.

Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis.

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder.

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

Reading Instruction for English Learners With Learning Disabilities: What Do We Already Know, and What Do We Still Need to Learn?

This paper reviews findings from four research syntheses that report the effects of academic language and/or reading interventions on language and reading outcomes for English learners who have or are at risk for learning difficulties. Studies included in the syntheses varied in research design and addressed multiple areas of reading and language. There was disagreement between syntheses as to the extent of research evidence in favor of particular instructional practices. For ELs with learning difficulties in kindergarten and first grade, however, there was strong consensus that multiple-component reading instruction that includes phonological awareness and phonics instruction is associated with improved word reading outcomes. It may also be beneficial to provide oral language, vocabulary, and reading comprehension instruction; nevertheless, there is a need for future research on instructional interventions that aim to improve reading comprehension outcomes for this population.