The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention…

This study explored the role that select components of executive functioning play in predicting reading outcomes in gifted students both directly and indirectly through a broader set of preliteracy skills. A comparison of mediation models indicated the relationships between working memory and inhibition to reading outcomes were fully, rather than…

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…

Assessments of oral reading rate in words correct per minute (WCPM) have proliferated in elementary classrooms. This study explores the similarities and differences among students at the end of second grade who demonstrate low WCPM. Using latent profile analysis, readers with low WCPM compared to peers were identified (n = 2,191) from a state-wide…

This study explores the effects of a Spanish vocabulary intervention on the literacy outcomes of students at risk for vocabulary difficulties in Chile. We screened 2nd-grade students (N = 84) with a standardized Spanish vocabulary measure. We then randomly assigned students who scored below the 40th percentile (n = 30) to an intervention or…

The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in…

The purpose of the current study was to use a conceptual model to identify possible causal mechanisms at play in the phrase drill (PD) intervention. The study was carried out by isolating and investigating modeling and sentence repetition, which are two specific instructional components that are typically used in PD, by creating instructional…

This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills…

The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest-posttest-retention design with a waiting control group, 62 poor-reading Dutch second graders received a five-hour tablet intervention across a period of five weeks. During the intervention, participants practiced…

One of the most important aims of teaching reading is to help students acquire fluent reading skills. With this aim in mind, this study attempted to support a student with difficulty to become a fluent reader by improving his reading skills using a fluency instruction method called repeated reading. This study was performed with an elementary…

A one-group repeated-treatment design was used to examine the academic year and summer oral reading fluency outcomes for students attending a district-sponsored summer literacy program (N = 250). Piecewise growth models applied to longitudinal data obtained during the first and second grade and over the course of the intervening summer revealed…

This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified…

The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that…

With an increasing percentage of schools moving toward approaches to data-based instructional problem-solving and early remediation of learning difficulties, the development and execution of intervention plans often warrants the pragmatic question: How intensive should an intervention be so that it is effective, while also feasible and time…

Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade…