The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in…

The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and…

This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min…

Many schools in the United States use the IQ-achievement discrepancy method to identify children with learning disabilities (a significant split between their intelligence and their achievement skills). Unfortunately struggling students who are not identified by this method remain in the regular education setting with no additional supports and…

A debate exists in the research community about replacing the traditional IQ/achievement discrepancy method for learning disability identification with a "response-to-intervention model". This new assessment paradigm uses a student's level of improvement with small-group or individual programming to determine a possible need for…

In this study, we explored 3 Grade 4 English Language Learners' (ELLs) perceptions of teacher autonomy-supporting practices in literacy instruction in science. The support of autonomy in literacy classes is central to students' internal motivation for reading. Given that many ELLs are at risk for reading failure, understanding autonomous learning…

Problem: Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency,…

The purpose of this study is to determine the predictive validity of early literacy curriculum-based measurement on high-stakes reading tests administered in grades 3, 4 and 5. This study will examine curriculum-based measurement subtests kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) Letter-Naming Fluency (LNF) and 1st grade…

Socioeconomic gradients and growth-mixture model trajectories of word-reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy-intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and…

We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades…

In this article I critique six quantitative studies of Reading Recovery and five reviews of Reading Recovery research published in Tier 1 research journals--journals accepted as having high levels of "expert scrutiny" through peer review. I also critique several quantitative research studies of Reading Recovery published in Tier 2…

The purpose of this study was to contribute to and strengthen previous work that examined the long-lasting effects of Reading Recovery in statewide efforts aimed at bolstering early literacy achievement and reducing early learning difficulties. Specifically, the study explored the literacy achievement of Reading Recovery participants whose series…

Reading Recovery is a short-term intervention for first-grade children with reading and writing difficulties. This longitudinal study investigated the performance of a cohort of 1998 Reading Recovery students on later literacy achievement as measured by the 2001 Grade 4 Maine Educational Assessment (MEA). The results showed that the average MEA…

The purpose of this study was two-fold: (a) to explore the nature of elementary school children's metacognitive knowledge of strategies appropriate for before, during, and after reading; and (b) to determine whether children who had participated in Reading Recovery instruction in the first grade had similar understandings as their current third-…