This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team‐based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction.

The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh-and eighth-grade English/ language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher had an uneven number of classes, we assigned extra classes to treatment. The total number of classes randomized was 61, with 34 treatment and 27 comparison. Treatment students received a multicomponent reading comprehension instruction (collaborative strategic reading) from their English/language arts/reading teachers that included teaching students to apply comprehension strategies in collaborative groups for 18 weeks, with approximately two sessions per week. Findings indicated significant differences in favor of the treatment students on the Gates-MacGinitie Reading Comprehension Test but not on reading fluency.

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.

This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low quality, with little to no explicit instruction in phonics or comprehension strategy. Findings were consistent, whether studies were conducted more than 10 years ago or within the last few years. Estimates of time students with LD spend reading orally or silently are low. The most frequently observed grouping structure was whole-class instruction, regardless of the setting.

Objective The aim of this work was to evaluate whether the treatment effects on magnetic resonance imaging (MRI) markers at the trial level were able to predict the treatment effects on relapse rate in relapsing‐remitting multiple sclerosis. Methods We used a pooled analysis of all the published randomized, placebo‐controlled clinical trials in relapsing‐remitting multiple sclerosis reporting data both on MRI variables and relapses. We extracted data on relapses and on MRI “active” lesions. A regression analysis weighted on trial size and duration was performed to study the relation between the treatment effect on relapses and the treatment effect on MRI lesions. We validated the estimated relation on an independent set of clinical trials satisfying the same inclusion criteria but with a control arm other than placebo. Results A set of 23 randomized, double‐blind, placebo‐controlled trials in relapsing‐remitting multiple sclerosis was identified, for a total of 63 arms, 40 contrasts, and 6,591 patients. A strong correlation was found between the effect on the relapses and the effect on MRI activity. The adjusted R2 value of the weighted regression line was 0.81. The regression equation estimated using the placebo‐controlled trials gave a satisfactory prediction of the treatment effect on relapses when applied to the validation set. Interpretation More than 80% of the variance in the effect on relapses between trials is explained by the variance in MRI effects. Smaller and shorter phase II studies based on MRI lesion end points may give indications also on the effect of the treatment on relapse end points. Ann Neurol 2009;65:268–275

This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI) framework for the previous 5 years. The authors used focus groups and interviews to examine special education teachers' perceptions of RTI. In addition, the authors observed the mathematics and reading instruction that these teachers provided. This study contributes to the literature by presenting a qualitative, in-depth description of special education teachers' perceptions related to RTI implementation at the upper elementary level.

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A synthesis and meta-analysis of the extant research on the effects of storybook read aloud interventions for children at-risk for reading difficulties ages 3–8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read aloud instruction has been examined using dialogic reading, repeated reading of stories, story reading with limited questioning before, during, and/or after reading, computer assisted story reading, and story reading with extended vocabulary activities. Significant, positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read aloud interventions, only a small amount of outcome variance was accounted for by intervention type.