The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to…

The purpose of this study was to examine the impact of using guided reading instruction to increase overall reading achievement in elementary students over the course of three months. Twenty Kindergarten students with varying reading achievement from a Title I school in Georgia were examined in the study. Students were divided into five groups…

Prosody plays a variety of roles in infants' communicative development, aiding in attention modulation, speech segmentation, and syntax acquisition. This study investigates the extent to which parents also spontaneously modulate prosodic aspects of infant directed speech in ways that distinguish semantic aspects of language. Fourteen mothers of…

Objective: To investigate depressive and anxious symptomatology among transitioning adolescents and college students with ADHD, dyslexia, or comorbid ADHD/dyslexia. Method: Transitioning adolescents and college students with these disorders along with a non-ADHD/dyslexia college sample completed self-report measures of depression and anxiety.…

Lexical priming, whereby a prime word facilitates recognition of a related target word (e.g., "nurse" [right arrrow] "doctor"), is typically attributed to association strength, semantic similarity, or compound familiarity. Here, the authors demonstrate a novel type of lexical priming that occurs among unassociated, dissimilar,…

Mediated priming refers to the activation of a target (e.g., "stripes") by a prime (e.g., "lion") that is related indirectly via a connecting mediator (e.g., tiger). In previous mediated priming studies (e.g., McNamara & Altarriba, 1988), the mediator was associatively related to the prime. In contrast, pure mediated…

Children who have severe speech and physical impairments often have difficulty acquiring literacy skills. One critical area of literacy instruction involves promoting word identification though the development of decoding strategies that can be implemented by students independently. This study investigated teaching four students who have cerebral…

The effects of fluency intervention strategies on students fluency rate, comprehension, and word identification were the focus of this study. Both the experimental and control groups were first grade classes, taught by the same teacher, at Elder Primary School in Sandersville, Georgia. The study was conducted over a 15-week period. The results of…

The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade…