Many of the more than 700,000 students who leave U.S. high schools each year without a diploma have low literacy skills. More than 60 percent of eighth graders and 60 percent of twelfth graders scored below the "proficient" level in reading achievement according to the most recent administrations of the National Assessment of Educational…

The article begins with setting the South African educational context for a postgraduate early literacy research project in the foundation phase (ages 4-9). The research examines how philosophy with children (P4C) might be part of a solution to current problems in reading comprehension. The second author reports on her P4C action research with her…

Although considerable research has focused on the nature of reading-spelling relationships and its implications for practice, most of the literature is outdated, having been published in 1980s and 1990s. Moreover, limitations in the research base inhibit the full understanding of how reading and spelling development influence each other at…

In this correlational study, we analyzed data from 71 Spanish-English biliterate students in grades 3 (n=21), 4 (n=23), and 5 (n=27) with the goal of investigating the applicability of the Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990) in English and in Spanish for this population. The simple view posits that decoding…

We report findings of a validity study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System-Performance Screening Guide (SSiS-PSG; Elliott & Gresham, 2007). Participants were 1,680 kindergarten through sixth-grade elementary students from three…

The reading framework for the 2015 National Assessment of Educational Progress (NAEP) presents the assessment's conceptual base and discusses its content. The framework describes the types of texts and questions that should be included in the assessment, as well as how the questions should be designed and scored. This report provides highlights of…

This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay-English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semester-long instruction in…

Researchers have used various theories to explain deaf individuals' reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children--hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)--from 4…

This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with…

An existing school program in which therapy dogs are integrated into the reading curriculum was analyzed to determine the effect on student reading. Previous literature suggests an improvement in both reading skills and attitudes towards reading when students read in the presence of a therapy dog. Using a mixed method model, the researchers…

The aim of this paper is to provide new evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of English language competences (reading, writing, listening and spoken production and interaction) compared to traditional learning of English as a foreign language (EFL) in primary school settings. To do so,…

Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in…

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer…

The Afterschool Alliance, in partnership with Dollar General Literacy Foundation, is proud to present this issue brief examining the vital role afterschool programs play to build students' literacy skills. This issue brief will explore the additional support needed to help students with their reading, writing and critical thinking skills, as well…

The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics summative assessments in grades 3 through 8 and high school. The ELA/L assessments focus on reading and comprehending a range of sufficiently complex texts independently and…