Reading/Literacy: Which practices matter most? - FAQ

Reading/Literacy: Which practices matter most?

Extensive Reading Interventions for Students With Reading Difficulties After Grade 3
Purpose: To extend a previous kindergarten to third grade synthesis of extensive interventions to Grades 4 through 12 by addressing two questions related to extensive interventions (more than 75 sessions) for struggling readers: 1) How effective are extensive reading interventions in improving reading outcomes for students with reading difficulties or disabilities, and 2) What features of extensive interventions (e.g. group size, duration, grade level) are associated with improved outcomes for students?
Issue/Topic: Reading/Literacy
Author(s): Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy; Danielson, Louis; Murray, Christy; Roberts, Greg; Metz, Kristina
Organization(s): University of Texas at Austin; American Institutes for Research; The Florida State University
Publication: Review of Educational Research
Published on: 5/7/2014
  • Extensive interventions (more than 75 sessions) can have a small, positive impact on student learning across a variety of reading outcomes for students in Grades 4 through 12. 
  • There was no evidence that student outcomes di...

Children's Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children's Expressive Language Growth
Purpose: To contribute to the limited research base concerning children's daily attendance rates in preschool classrooms by determining whether daily attendance in classrooms with high-quality teacher-child interactions is associated with increased rates of language growth among children from lower socioeconomic status homes.
Issue/Topic: Attendance; P-3 Preschool
Publication: Child & Youth Care Forum
Published on: 4/6/2011
  • Greater attendance was associated with larger language gains for children enrolled in higher quality classrooms.
  • The positive relations found between attendance and language gains were strongest for higher quality classroom...

How Effective Are Family Literacy Programs? : Results of a Meta-Analysis
Purpose: To examine the effects of family literacy programs on children's literacy development
Issue/Topic: P-3 Family Involvement; Reading/Literacy
Author(s): Herrpich, Stephanie; Kurvers, Jeanne; McElvany, Nele; van Steensel, Roel
Organization(s): Technische Universitat Dortmund; Tilburg University; University of Amsterdam; University of Kiel
Publication: Review of Educational Research
Published on: 1/1/2011

This study focuses on a specific category of family literacy programs, those that target children's literacy development directly by providing stimulating parent-child activities to be carried out at home and by training parents to transfer the con...

The Relation of Morphological Awareness and Syntactic Awareness to Adults' Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable?
Purpose: To examine whether the relation of morphological awareness or syntactic awareness to reading comprehension is mediated by vocabulary knowledge
Issue/Topic: Adult Basic Education; Reading/Literacy
Author(s): Guo, Ying; Roehrig, Alysia; Williams, Rihana
Organization(s): Emmanuel College; Florida State University; The Ohio State University
Publication: Journal of Literacy Research
Published on: 1/1/2011

1. Morphological awareness affects reading comprehension directly.

  • After age was controlled, morphological awareness directly and significantly predicted reading comprehension. This finding is in accordance with the view that morphological k...

Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties
Purpose: To investigate the prevalence of “late-emerging” reading difficulties among ELLs and native English speakers from diverse socioeconomic backgrounds.
Issue/Topic: Bilingual/ESL; Reading/Literacy
Author(s): Kieffer, Michael
Organization(s): Teachers College, Columbia University
Publication: American Educational Research Journal
Published on: 1/1/2010

A substantial proportion of students who succeed in learning to read in the primary grades go on to encounter difficulties after third grade. Students for whom English is not their first language and those from low-income backgrounds disproportionately...

Linking Reading Coaches and Student Achievement: Evidence From Florida Middle Schools
Purpose: To evaluate whether funding the position of reading coach in a middle school is associated with school-level improvements in average annual achievement growth in reading and mathematics
Issue/Topic: Reading/Literacy
Author(s): Lockwood, J.R.; Marsh, Julie; McCombs, Jennifer
Organization(s): Rand Corporation
Publication: Educational Evaluation & Policy Analysis
Published on: 1/1/2010
Findings/Results: School-based literacy (or reading) coaches are defined in the study as specially trained master teachers who provide leadership for a school's literacy program and offer on-site and ongoing support for teachers so they can improve the literacy skills ...

Technical Adequacy and Cost Benefit of Four Measures of Early Literacy
Purpose: To evaluate the technical adequacy and information/cost return of computerized adaptive test assessments and several established assessments used in early reading programs.
Issue/Topic: Assessment; P-3; Reading/Literacy
Author(s): McBride, James; Milone, Michael; Stickney, Eric; Ysseldyke, Jim
Organization(s): Academic Therapy Publications; Renaissance Learning, Inc.; University of Minnesota
Publication: Canadian Journal of School Psychology
Published on: 1/1/2010

In terms of the amount of information per unit of test administration time or teachers' time, computerized adaptive tests in general, and STAR Early Literacy in particular (a computerized adaptive test of early literacy skills), are attractive opti...

Vocabulary Skills of Spanish-English Bilinguals: Impact of Mother-Child Language Interactions and Home Language and Literacy Support
Purpose: To explore whether demographic and exposure predictors and mother-child interaction predict child vocabulary outcomes, both in Spanish and English. Also, to discover whether these patterns in one language are associated with parallel skills in another language.
Issue/Topic: Bilingual/ESL
Author(s): Quiroz, Blanca; Snow, Catherine; Zhao, Jing
Organization(s): Harvard University Graduate School of Education; Texas A&M University
Publication: International Journal of Bilingualism
Published on: 1/1/2010

Features of the Latino families' home language use and literacy explained their children's vocabulary outcomes.

  1. Certain kinds of adult-child interactions can have a positive influence on the general cognitive skills underlyin...

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