The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified…

In an urban school district in a southwestern state, the problem investigated was that elementary educators are struggling to support the reading needs of Grade 3 through Grade 6 students from families having limited access to economic resources. Students with higher socioeconomic status (SES) outperform students with low SES backgrounds. Students…

Children's worrying about their academic performance has profound implications for their learning and wellbeing in school. Understanding the contextual and psychological antecedents of students' worry thus represents an important area of research. Drawing on Eccles and colleagues' expectancy-value theory and Pekrun's control-value theory and using…

This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

The widely adopted Common Core State Standards (CCSS) call for raising the level of text complexity in textbooks and reading materials used by students across all grade levels in the United States; the authors of the English Language Arts component of the CCSS build their case for higher complexity in part upon a research base they say shows a…

This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…

The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not accuracy was normally distributed across all ages considered. The role of specific effects…

A sample of 141 Canadian children in grades 3 through 6 wrote to dictation 24 short sentences sampling 90 lexical items representing 10 inflectional morphological categories to study their relation to the written spelling of 40 sight words. The children were encouraged in 3, 30-minute teaching sessions to use multiple strategies of retrieval,…

The Texas Assessment of Academic Skills (TAAS) test was the major source of data for the Texas educational accountability system from 1994 through 2002. Contrary to critics who claim that TAAS data are invalid and unreliable measures of student performance, structural equation analyses of TAAS reading data based on the 1994 Texas third grade…

This article describes the Pioneer Valley Chinese Immersion Charter School (PVCICS), a regional public charter school in western Massachusetts, which opened in 2007 and the only Chinese immersion school in New England. The school draws students from over twenty-five towns and cities in a predominantly rural area of Massachusetts that includes the…

Success for All (SFA)[R] is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified…

In this research study, the type and nature of reading instruction provided for talented readers was investigated through use of in-depth qualitative comparative case studies. A team of researchers conducted multiple observations in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month…