Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.

Students with disabilities contribute to the diversity of postsecondary campuses but face many unique challenges in completing their programs of study. The purpose of this systematic review was to develop an understanding of what is known about persistence in and graduation from higher education programs for students with disabilities, focusing specifically on malleable student-and institution-level factors that may influence persistence. This review integrates findings from studies that analyzed qualitative (16 studies) or quantitative (10 studies) sources of data. Quantitative data were converted into odds ratios, to allow for comparison across studies, and common themes were identified across the qualitative data. As a result of the integrated review, 13 facilitators, falling within three major domains (i.e., personal characteristics, academic and social engagement, and accommodations) emerged as potentially related to postsecondary education success. This review provides a starting point for institutions and researchers as they work to advance postsecondary students with disabilities in achieving their academic and future goals.

The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response-to-intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study employed an abbreviated, prototypical tiered instructional model to deliver vocabulary instruction to both at-risk kindergarten students and students not at risk for reading failure. The study was designed using RDD and the data were analyzed using a regression-based analytic model. The pros and cons of this research design, specifically in regards to learning disabilities research, is examined.

There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students’ self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education.

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Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and analyses of the extant literature on teaching reading, perhaps spurred by these debates, we know more now than we ever have about how to teach basic reading skills. However, there is still much work to be done in order to determine which instructional practices are the most effective ways in which to teach children to read. The need for more research focusing on best instructional practices is exacerbated by the well-documented gap between research. Literacy rates among this nation's students have consistently missed the mark over the years. The 2009 Nation's Report Card shows that 33 percent of students are reading below the basic level of achievement as measured by the National Assessment of Education Progress (NAEP). Likewise, only 33 percent of our nation's fourth graders are achieving at the proficient (25 percent) or advanced (8 percent) levels on the NAEP. Our purpose in this article is to begin to bridge the research-to-practice gap by translating recent research in beginning reading to help teachers to more easily implement effective practices in their classrooms. In particular, our focus is on effective use of vocabulary instruction. Several researchers have begun to examine the important role of vocabulary in beginning reading and to determine the best ways to teach vocabulary to children at risk for reading failure. We begin with an explanation of the role of vocabulary in beginning reading and describe recent intervention research in this area. We conclude with a detailed description of the interventions we used in our research so that teachers may create their own vocabulary lessons that best meet the needs of their students.

Background: Prior research has indicated that high levels of motivation and subjective well-being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary school when they are learning critical academic skills including reading. Method: We examined the relationships between reading motivation, school-based well-being as covitality, and literacy achievement in 268 second graders in the process of reading acquisition in Hebrew. Well-being and reading motivation were examined by questionnaires designed and/or adapted for young elementary school students and literacy skills by language and reading tests. Results: Findings showed a positive correlation between reading motivation and full-scale covitality scores, as well as most of its first order factors (gratitude, optimism, zest and persistence). Furthermore, both reading motivation and covitality were positively correlated to reading skills and language abilities. Significant differences were found between students with low-medium reading motivation and those with high motivation in all covitality subfactors and most literacy measures, in favour of children with high reading motivation. Conclusions: The worrisome picture, that children with low reading motivation also report low levels of covitality, suggests that proper attention should be paid throughout first grade to both reading motivation and school-based well-being, both of which might affect learning. Because children's cognitive readiness is related to their socioemotional well-being, children with poor language abilities and emergent literacy skills may require special support to prevent their expected reading difficulties and the negative emotions attached to them. Thus, designing reading instruction programmes that implement motivational aspects should be a high priority interest for educators that teach young children.

This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.