Oral reading fluency (ORF) assessments are commonly used to screen at-risk readers and evaluate interventions' effectiveness as curriculum-based measurements. Similar to the standard practice in item response theory (IRT), calibrated passage parameter estimates are currently used as if they were population values in model-based ORF scoring.…

Reading skills are important for students' academic success. Phonics specifically is a foundational skill which is necessary for reading fluency and overall reading proficiency. Additional support outside of the classroom can be beneficial for those struggling and at-risk. There are various strategies and interventions that can help student's gain…

This study aims to measure the impact of 95 Percent Group's Phonological Awareness Lessons (PA Lessons), an intervention program designed primarily for Tier 2 or 3. The study is a replication of Schechter & Lynch (2023) research conducted in the same medium-sized school district, Val Verde Unified School District, in California during the…

U.S. elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared…

Purpose: Research on how much early phonemic awareness (PA) instruction is optimal has produced inconclusive answers. We conducted a nonlinear meta-analysis to estimate the optimal cumulative dosage of early PA instruction on PA outcomes with an associated maximum effect size in preschool through first-grade students. Method: Sixteen experimental…

Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading--oral language and executive function (EF)--are also the two neurocognitive domains most affected by SES. In this review, we…

A disproportionate number of students from low socio-economic statuses (SES) are enrolled in special education as students with specific learning disabilities (SLD). Despite resources provided through special education, only a small percentage of students are exited before secondary school. This instrumental case study investigated the variables…

The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the "multi-deficit model", the profile of RDMD is characterized by…

The "simple view of reading" is an influential model of reading comprehension that asserts that children's reading comprehension performance can be explained entirely by their decoding and language comprehension skills. Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit difficulty across all three of these…

The study aimed to investigate the effect of embodied learning on children's literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties. We conducted a randomized controlled trial during 4 weeks for grade 1 children (n = 52, age = 7.1). Children were randomly assigned to receive regular…

Young students who are struggling with reading need a strong foundation in decoding skills. The need for strong decoding skills is particularly true for students facing multiple risk factors. A robust research base exists for interventions that improve decoding skills, but that research base extends minimally to students facing several risk…

There is widespread acknowledgement that importance of reading skill is increasing day by day. Reading is the first step to learning and revealing something new. Beyond the primary grades, it plays a vital role in keeping up with the requirements of the age. Individuals who read, understand, question, think and produce develop societies. Thus, it…

This paper addresses the need for effective curriculum-based measures (CBMs) to assess foundational literacy skills in India. It seeks to answer the questions: What is the reliability and validity of the FABLe app in the Indian context? What is the efficacy of the FABLe app in identifying students who are at-risk for reading difficulties? There…

When students struggle with reading at the elementary level, their needs are typically met with interventions that focus on word recognition and decoding skills. This same intervention approach is often used to address students who struggle with reading at the middle-school level. The middle school struggling reader accumulates deficits from…

This study investigated whether teachers' observations of pragmatic language competence predict literacy skills (and the reverse) in students referred for reading disabilities in Oman. A sample of 574 at-risk children between 7 and 12 years old participated. Teachers rated students' pragmatic language, reading, and written expression. Results…