The current study examined the effect of the linguistic status of the verbal previewing strategy on the outcomes of reading comprehension tasks among second (N = 25, age 7.08 ± 0.3), and sixth-grade students (N = 25, age 11.75 ± 0.25), with typical reading development. The texts for each group were carefully matched and were divided into three…

This quantitative, causal-comparative research study investigated whether school configuration has an impact on the reading performance of sixth-grade students by comparing the End-of-Grade (EOG) reading assessment Grade Level Proficiency (GLP) scores of sixth-grade students in K-8 configured schools to sixth-grade students enrolled in 6-8 grade…

This study compared students' performance on Istation, a computer-based progress-monitoring tool, and easyCBM, a paper-pencil progress-monitoring tool. Participants included 106 students in Grades K-6 from a rural school in New Mexico. Teachers in these grade levels administered both assessments three times during the school year. Results…

This longitudinal study examined the effectiveness of a progress monitoring method, namely the Multilayer Instruction Model-Progress Monitoring (MIM-PM), which is a word reading fluency measure. It was used from 1st grade onward to predict the overall reading achievement of students in elementary school by tracking their reading achievement over…

This study examined the effect of small class size intervention on student outcomes using reading achievement scores as measured by the Comprehensive Test of Basic Skills (CTBS), a standardized, norm-referenced test, while controlling for independent variables inclusive of students' gender, race, socioeconomic status (SES), and environment. This…

The purpose of this descriptive qualitative case study was to discover Second through Fifth Grade rural North Texas teacher perceptions focusing on reading and mathematics student achievement gaps resulting from the COVID-19 pandemic. This study explores how the COVID-19 pandemic shutdown affected students not only academically but also socially…

The contribution of reading self-concept (RSC) to reading comprehension in Hebrew elementary school students was examined with respect to grade level (second, fifth, and sixth graders) and students' level of reading comprehension (poor, average, and good). RSC questionnaire and reading measures were delivered to 49 second graders and 48 fifth and…

Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets…

The purpose of this article was to offer guidance to educators in evaluating the strengths, weaknesses, and most effective uses of commercial reading assessment suites. We provide three resources to help educators who are responsible for making instructional decisions in reading using formal screening, benchmark, interim, and progress-monitoring…

Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…

Despite the use of literacy coaching to help improve the instructional practices of teachers and increase reading achievement, data of the National Assessment of Education Progress (NAEP) indicate that Florida's students are averaging about 60% below NAEP proficient level. This dissertation reported the results of a nonexperimental study that…

This study aimed to describe 1-year changes in students' vocabulary in written narratives. Secondary aims included examination of accuracy and the relationship between lexical diversity and achievement. Participants included 749 students in first through eighth grades. Within-subjects 1-year change in diversity, productivity, and accuracy was…

Extensive literature highlights positive outcomes experienced by students whose parents and teachers have strong relationships, but less is known about the factors that influence parent-teacher relationship strength. Using data from "The Impact of Grade Retention: A Developmental Approach," we identify parent-level predictors of the…

Despite the importance placed on reading in the classroom, an unacceptable number of students lack the literacy skills essential to succeed in today's knowledge-based economy, putting them at greater risk of persistent unemployment and other forms of economic hardship. The problem is that public charter elementary (K-4) school intervention…

In the United States, when a child turns five years of age, he or she is eligible to enroll and attend five-year old kindergarten. Parents and caregivers are often tasked with making the decision on whether or not to enroll their child when eligible to attend kindergarten or if the child should be held back another year (redshirted) and attend…