In the current milieu, it is not enough for a
study to show an improvement in comprehension performance; it must also link its findings to some theoretically current construct.
Vocabulary Development: All Contexts are not Created Equal by Beck et al.
Although it may be true that the learning
of new words is facilitated by some con-
texts, it is not true that every context is an
appropriate or effective instructional
means for vocabulary development.
Motivating Students with Learning Disabilities to Read by Yan Wei, Louise Spear-Swerling, and Mia Mercurio
This article focuses on students with reading disabilities who may have a long-standing dislike of reading born of repeated negative experiences with learning to read.
How to Reach First-Grade Struggling Readers by Emily J. Solari et al.
Skills such as word decoding and listening comprehension develop simultaneously and should be taught as such, rather than in succession.
