Background: Although Zimbabwe has performed quite well on Grade 6 SACMEQ literacy assessments compared to other African countries, reading levels are generally low and there is little research on reading literacy in Zimbabwean primary schools. Aim: Grade 3 and 4 learners' reading comprehension (RC), accuracy and speed in oral reading fluency (ORF)…

Existing research reveals a robust relationship between self-reported print exposure and long-term literacy development, yet few studies have demonstrated how reading skills change as children read a book in the short term. In this study, 50 children (mean age 9.7 years, SD = 0.8) took turns with a prerecorded narrator reading aloud a popular…

Strong reading and literacy skills are essential for students' success in K-12 and beyond by providing the foundation for understanding the world and communicating effectively. This Spotlight will help readers learn how classroom conversations can boost reading proficiency; identify research on how to get students absorbed in reading; examine…

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition,…

Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may…

The author explored text difficulty for third-grade bilingual students reading below grade level. In six small-group discussions, students read and discussed informational texts matched to their reading levels, and in six other sessions they read and discussed texts one year ahead of their reading levels. The alternating treatment design and…

Background: Of the myriad of reading comprehension (RC) assessments used in schools, multiple-choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper…

The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4.…

Background: A large amount of evidence highlights the obvious inequalities in literacy results of South African learners. Despite this, a sound understanding of how learners approach the task of reading in the African languages is lacking. Aim: This article examines the role of the syllable, phoneme and morpheme in reading in transparent,…

The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4.…

A southeastern elementary school evidenced many students with a consistent decrease in oral reading fluency (ORF) rates as the 2nd grade year progressed, leading to weakness in reading comprehension in the 3rd grade. Reading comprehension is critical for academic success, as students who merely decode words do not gain knowledge from the text.…

Reading is a major problem for most students with learning disabilities in the United Arab Emirates. The purpose of this study was to examine the impact of repeated reading intervention strategy on improving oral reading fluency and reading comprehension of 47 United Arab Emirates students with learning disabilities. All participants were assigned…

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…

Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the…

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…