Previous studies have found that phonological processing and vocabulary predict word reading. However, their predictive powers may vary according to reading experience and across scripts with different levels of transparency. In this study, the relationship between phonological processing, decoding, vocabulary and word reading was explored in two…

"Xtreme Reading" is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. To ensure a productive learning environment, students initially learn…

"Xtreme Reading" is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. To ensure a productive learning environment, students initially learn…

"Xtreme Reading" is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. To ensure a productive learning environment, students initially learn…

This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital…

A data set from an urban Midwestern school district was mined to explore how the technology-based reading enrichment known as Mindplay Virtual Reading Coach (MVRC) affects children's performance on the English Language Arts (ELA) Standards state-wide assessment (N = 6098 students from Grades 3 to 9). ELA data from two times points were available,…

This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how…

This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how…

The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students in Grades 3-10. The authors…

"Repeated reading" is an academic practice that aims to increase oral reading fluency. "Repeated reading" can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During "repeated reading," a student sits in a quiet location with a…

The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part…

Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001; NICHD, 2000a). One component of…

The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction…

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective…

Interest in students who exhibit characteristics with difficulties in learning can be traced as far back as 1800. In order to better understand the complexities and causes of learning disabilities, many researchers (Bannatyne, 1968, 1974; Rugal, 1974) have investigated ways to better identify learners who struggle with academics. A strong argument…