The relationship between reading comprehension and reading fluency for linguistically diverse learners continues to be a topic of education research. The problem is third and fourth-grade second-language learners possess adequate reading fluency skills but demonstrate distinct reading comprehension difficulties compared to native English-speaking…

Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

To be successful in school and society, students must learn to read proficiently. Two evidenced based reading interventions, repeated reading and listening passage preview, and a combination of the two have shown to be effective in increasing oral reading fluency. However, the current literature is lacking on how preference of the interventions…

Little is known about what contributes to individual differences in reading fluency after accounting for accuracy. Previous research has shown individual differences in the relative growth in word and nonword reading, specifically a pattern in which students who start lower on reading grow more in word than nonword reading ability. The purpose of…

A key characteristic of individuals with autism is communicative dysfunction. Specifically identifying the appropriate use of pragmatic skills such as phrasing and syntax. When looking at expressing phrasing (producing of word groups), communication research has highlighted a significant group difference between students with autism and typically…

Many students struggle to read multisyllable words (Burns et al., 2017). These students may benefit from additional support to move from the full-alphabetic phase to the consolidated-alphabetic phase of reading acquisition to proficiently read multisyllable words (Bhattacharya & Ehri, 2004). There is limited research on advanced phonics…

The researcher in the current study utilized a qualitative, single case study methodology to explore upper elementary teachers' perceptions of the effects of guided reading instruction on their fluency instruction, their efforts toward students' self-efficacy in reading, and their comprehension instruction. Classroom educators from Grades 3, 4,…

Curriculum-based measurements (CBM) are used in schools to screen students for academic difficulties. Oral reading fluency curriculum-based measures (CBM-R) are the most popular, yet several studies have identified predictive bias in CBM-Rs in relation to key variables (e.g., race, sex). Despite a massive increase in the use of these measures as…

The purpose of this quantitative causal-comparative study was to raise awareness of the effects of soft school closures on student reading fluency in traditional, Science, Technology, Engineering, and Mathematics (STEM)-related, or Dual Language Immersion (DLI) schools. There is little research on which type of school, whether traditional,…

Fluency, vocabulary building, making inferences, expanding background knowledge, and metacognitive thinking are reading skills taught in schools across the country. Which of these do ELA teachers consider to be most important? It is not known which of these five areas Western Pennsylvania teachers believe has the most impact on comprehension…

The purpose of this study was to examine the effects of student choice of three reading interventions, listening while reading, repeated reading, and repeated reading plus retell, on reading fluency and delayed reading comprehension with elementary students with reading difficulties. The researcher used a single-subject alternating treatment…

Race matching has positive effects on students' academic achievement and self-rated sense of belonging. However, when most public-school teachers identify as White, race matching is not always possible at the individual level. The present study extends current research to explore the effects of school-level diversity and race matching. Do the…

The purpose of this basic quantitative study was to examine the impact of the of the regular Afterschool Academic Program (ASAP) had on 341 students in grades first through fifth in four elementary schools before and after program participation for 2017-2018 and 2018-2019 academic school years in a rural public school district located in…

The purpose of this study was to examine the relationship between the implementation phase of the DuFour model of professional learning communities (PLCs) and students' achievement. A survey was emailed via Qualtrics to elementary principals throughout the Minnesota Elementary Principals' Association's (MESPA) central, northern, northeast, west,…

Students around the United States continue to struggle in areas of literacy. The problem addressed by this study is that fourth-grade students in the United States are scoring below proficiency in reading levels including areas of comprehension and reading fluency (Leon, 2015). The purpose of the mixed method study was to examine fourth-grade…