Deborah Reed

In this study, the researchers will conduct a meta-analysis of summer reading programs to help clarify what elements provide benefits for students and under what conditions. Current evidence offers conflicting information on whether kindergarten through grade 5 (K-5) students who do not participate in a summer reading program lose reading ability over the summer. Similarly, the evidence is mixed about the benefits of participating in summer reading interventions. To provide evidence, the res...

The Principal Investigator (PI) will conduct a program of research for improving reading and spelling outcomes for adolescents with word-level reading difficulties or disabilities (WLRD) while participating in mentoring and training activities to develop expertise in iterative intervention development, models of word reading and spelling, and the development and dissemination of products with education stakeholders. Many adolescents, including those with learning disabilities, have significa...

Students with or at risk for reading disabilities in Grades 6-8 need both literacy intervention and support for learning in the text-based content areas of science and social studies. However, middle schools struggle to offer intervention time during the day, and typically expose students to less complex text than is expected for achieving grade-level performance. Therefore, the research team will create a semester-long Tier 2 intervention, Varied Practice Reading (VPR), based on statistical...

The purpose of this study is to test the efficacy of Read 180® with struggling adolescent readers in juvenile justice schools. Read 180® is a widely used literacy program for differentiating instruction in typical school settings. Research indicates that students with and without disabilities in juvenile justice schools often demonstrate serious literacy deficits. In addition, the prevalence of students with disabilities in juvenile justice schools is about three times greater than in typi...