Research Briefs

Recap of a study about predicting students with reading disabilities, which is crucial to providing needed supports as early as possible.

Findings suggest a systematic approach to teaching this prerequisite skill for decoding and writing.

Researchers examined the common approach of having students read the questions before the text on a comprehension test to see how it impacted student performance compared to reading the questions after the text.

Students using the electronic organizer with online discussion showed a stronger path to increased science learning.

Summarizing findings from a meta-analysis looking at effects and components of non-repetitive reading approaches.