The purpose of this study was to investigate the efficacy levels of kindergarten through second-grade teachers in their ability to provide reading instruction to students with a focus on the five foundational areas of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. In addition, the study sought to make recommendations…

A large-scale, cluster-randomized controlled field trial (N[subscript classrooms] = 47; N[subscript students] = 1,013) assessed the impact of a digital text-to-speech reading material that supported 8-year-olds' decoding and reading comprehension. An active control group used the most prevalent Danish learning material with a research-based…

More than 5 million English learners attend U.S. public schools--and yet fewer than 3% of teachers are certified to work with them. Fill that gap in teacher education with this practical and comprehensive textbook, an evidence-based guide to providing English learners in Pre-K-Grade 6 with explicit, systematic instruction on language and literacy…

Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to "cover the expansion of Reading Recovery around the U.S." (May, Sirinides,…

Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word…

"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…

Findings are presented from a two-year longitudinal study involving the "Quick60 Foundation" programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during…

"Open Court Reading©" is a reading program for grades K-6 published by McGraw-Hill Education that is designed to teach decoding, comprehension, inquiry, and writing in a three-part logical progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part…

Five years ago, as a way to ensure that students not only learn to decode but also understand what they decode, the Core Knowledge Foundation, the nonprofit that publishes the Core Knowledge curriculum, created a language arts program for kindergarten through second grade. The program includes two 60-minute strands: (1) a "Skills Strand," in which…

"Reading Mastery" is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, "Reading Mastery" is available in two versions: (1) "Reading Mastery Classic" (for grades pre-K-2) aims to help beginning readers identify letter sounds,…

The present study investigated whether young Latino dual-language learners' 2-year English reading growth varied over time according to their initial overall oral English ability. We followed 41 Latino children for 2 years. We tested overall oral English at the beginning of the study and administered multiple curriculum-based reading assessments…

"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…

Due to variation that exists in providing Tier 2 reading intervention instruction, the purpose of the study was to identify processes and instructional strategies currently being utilized by K-2 teachers of the Gallup, New Mexico elementary schools. 17 teachers from 9 of the 10 elementary schools participated in the study. A survey instrument was…

This publication helps educators create differentiated reading instruction experiences for their students by showing the relationship between two distinct resources: Student Center Activities (SCAs) and the Common Core State Standards (CCSSs). Reading specialists, reading coaches, and teachers will find this document useful in lesson planning, as…

This paper is based on a randomized controlled trial (RCT) evaluation of a reading programme delivered by older adult volunteers for at-risk early readers. Wizards of Words (WoW) was targeted at socially disadvantaged children in first and second grade experiencing delays in reading but who were not eligible for formal literacy supports. The…