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Direct linkPaige, David D.; Smith, Grant; Rupley, William; Wells, Will – Literacy Research and Instruction, 2021
This cross-sectional study measures decoding and fluent reading skills of a random sample of 250 first- through third-grade students attending a high-SES school. Growth was compared between proficient and struggling readers with results showing the latter group significantly behind their higher attaining peers on all measures. When student…
Descriptors: Reading Achievement, Reading Skills, Skill Development, Decoding (Reading)
Meisinger, Elizabeth B.; Breazeale, Ashley M.; Davis, Lyle H. – Learning Disability Quarterly, 2022
The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive…
Descriptors: Dyslexia, Students with Disabilities, Grade 2, Grade 3
Caesar, Lena G.; Kerins, Marie – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method: Data were obtained from 64 African American school-age children between the…
Descriptors: Predictor Variables, Oral Language, Literacy, Age Differences
Elleman, Amy M.; Steacy, Laura M.; Olinghouse, Natalie G.; Compton, Donald L. – Scientific Studies of Reading, 2017
Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to…
Descriptors: Reading Instruction, Vocabulary Development, Elementary School Students, Grade 3
Tighe, Elizabeth L.; Spencer, Mercedes; Schatschneider, Christopher – Reading Psychology, 2015
This study rank ordered the contributive importance of several predictors of listening comprehension for third, seventh, and tenth graders. Principal components analyses revealed that a three-factor solution with fluency, reasoning, and working memory components provided the best fit across grade levels. Dominance analyses indicated that fluency…
Descriptors: Predictor Variables, Listening Comprehension, Grade 3, Grade 7
Download full textWhat Works Clearinghouse, 2013
The "Read Naturally"[R] program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…
Descriptors: Reading Programs, Intervention, Elementary School Students, Beginning Reading
Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L. – Remedial and Special Education, 2013
The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…
Descriptors: Reading Instruction, Reading Fluency, Reading Failure, Reading Difficulties
Hosp, John L.; Suchey, Nicole – School Psychology Review, 2014
Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…
Descriptors: Reading Fluency, Reading Comprehension, Reading Tests, Reading Ability
What Works Clearinghouse, 2013
The "Read Naturally[R]" program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…
Descriptors: Reading Programs, Program Effectiveness, Elementary School Students, Computer Uses in Education
Meisinger, Elizabeth B.; Bradley, Barbara A.; Schwanenflugel, Paula J.; Kuhn, Melanie R.; Morris, Robin D. – School Psychology Quarterly, 2009
The purpose of the study was to investigate (a) the prevalence of word callers in elementary school, (b) the accuracy of teachers' word caller nominations, and (c) teachers' conceptualization of reading fluency and reading comprehension. To this end, 2 cross-sectional studies of second- and third- (N = 868) and of third- and fifth-grade (N = 202)…
Descriptors: Elementary School Students, Reading Comprehension, Reading Fluency, Incidence
What Works Clearinghouse, 2010
"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components. The first component aims to build…
Descriptors: Computer Assisted Instruction, Reading Programs, Reading Fluency, Reading Comprehension
Katzir, Tami; Kim, Young-Suk; Wolf, Maryanne; Morris, Robin; Lovett, Maureen W. – Journal of Learning Disabilities, 2008
The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do…
Descriptors: Dyslexia, Differences, Children, Grade 2
Trainin, Guy; Wilson, Kathryn – Online Submission, 2010
Reading First has been implemented in Nebraska since the 2004-5 academic year. In two rounds of funding and participation, schools have transformed the way they trained their teachers, measured student progress, and taught. This transformation is one of the hardest tasks in education and it has taken the considerable dedication of school personnel…
Descriptors: Reading Fluency, Reading Achievement, Phonemic Awareness, Educational Change
