Researchers from the Reading Institute have published two new journal articles. “Effectiveness of a Supplemental Early Reading Intervention Scaled Up in Multiple Schools,” published in Exceptional Children, reported the effectiveness of a reading intervention that may be appropriate as one component of a response to intervention system. The second article, published in Intervention in School and Clinic and titled “Translating Vocabulary Research to Social Studies Instruction: Before, During, and After Text-Reading Strategies,” focused on the specialized vocabulary demands of social studies texts, presenting a framework of teaching and learning strategies based on vocabulary research. Full citations of the articles are posted in the MCPER Library.
