Randomized experiments involving education interventions are typically implemented as cluster randomized trials, with schools serving as clusters. To design such a study, it is critical to understand the degree to which learning outcomes vary between versus within clusters (schools), specifically the intraclass correlation coefficient. It is also…

Research on literacy has become universal and is essential for researchers of various disciplines, educators, and psychologists. For this article, we examined the most important methodological challenges that arise when conducting literacy research across languages, some of which have long been acknowledged in the relevant literature.…

Repeated reading (RR) is an established and extensively researched intervention which has been shown to improve reading fluency and comprehension. However, past reviews have found the rigor of the RR research insufficient for it to be considered evidence-based. Previous review of the RR research were updated and expanded. Forty-four group designs…

Although several studies have examined the effectiveness of reading fluency interventions, the methodological rigor of these studies remains unclear. The purpose of this study was to examine the quality of randomized controlled trial (RCT) reading fluency intervention studies using the Council for Exceptional Children (CEC) standards. Twenty-six…

This systematic review aims to research, analyze, and synthesize peer-reviewed studies using guided reading or small group reading instruction as an intervention with K-12 students within the last ten years. Guided reading is a differentiated reading approach tailored to a reader's needs and is structured in small groups. The three reading skills…

The narrative review examines the current state of research on reading for pleasure and its relevance in education and personal development. By analysing 22 studies published over the past several years (2014-2022), the authors have sought to identify the key trends and areas of focus within this field. The selected articles have been coded and…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these…

Purpose: This study aims to examine whether binocular vision plays a facilitating or impeding role in lexical processing during sentence reading in Chinese. Method: Adopting the revised boundary paradigm, we orthogonally manipulated the parafoveal and foveal viewing conditions (monocular vs. binocular) of target words (high- vs. low-frequency)…

Purpose: To assess strengths and weaknesses of the reading level (RL) match approach and its potential to generate insights regarding the cognitive foundations of reading ability and disability. Method: We applied RL-match design to a sample of 2nd-6th graders reading a consistent orthography, Russian, using an "extreme phenotype"…

Background: Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait -- paired synchronous oral reading between a higher-level tutor and a lower-level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical…

In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized findings from 23 studies into five themes: (a) unclear role of ORF in the simple view of reading model for ALRP, (b) ALRP have…

The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance--in fact, the necessity--of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed…

This study utilized a systematic review methodology to explore best practices in improving reading fluency. The literature was searched to determine how the current curricular trends of technology, phonemic awareness and phonics, independent reading, and complex text and vocabulary can improve reading fluency in K-12 students. Potential studies…

We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also…