Now in a revised and updated fourth edition, this accessible text has given over 100,000 preservice and inservice teachers vital tools for systematic reading assessment in grades K-8. The book explains how to use both formal and informal assessments to evaluate students' strengths and needs in all components of reading. Effective, engaging methods…

The purpose of the study was to determine whether easy or challenging versions of texts, when accompanied by different types of instructional support, improved adolescents' reading comprehension, particularly for students with below-average reading comprehension. The authors examined 293 ninth-grade students' reading comprehension of 24 leveled…

Automaticity in word recognition has been hypothesized to be important in reading development (LaBerge & Samuels, 1974; Perfetti, 1985). However, when predicting educational outcomes, it is difficult to isolate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences.…

To inform the development of gamified assessments, this study explored how students with or at risk for reading difficulties in Grades 6-8 (N = 202) perceived and interacted with a decoding assessment designed with gamification characteristics. Three data sources enhanced the methodological triangulation: observations and scores from testing,…

This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention (n = 171) or business-as-usual comparison condition (n = 169). Results on a…

In this study, I sought to investigate whether visuospatial working memory (VWM) explains individual differences in reading fluency growth. One hundred and thirty Japanese junior and senior high school students were administered the Mr. Peanut and reversed Corsi tasks, respectively as measures of VWM, followed by three waves of reading fluency…

This study investigated the effects of imposing task- or process-oriented reading behaviors on reading comprehension assessment performance. Students in grades 5-8 (N = 275) were randomly assigned to hear multiple-choice items read aloud before or after reading a test passage and when they were and were not allowed access to the passage while…

A think-aloud study investigated 7th graders' (N = 30) information processing and seeking of feedback while reading four multiple partly contradictory texts. An extreme-case analysis shows that a highly-skilled reader uses deeper strategies, such as elaboration, evaluation, and paraphrasing of less contradictory information, than a less-skilled…

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of…

This study describes the development and validation of a multidimensional measure of preadolescent and adolescent readers' abilities to apply reading comprehension strategies necessary for understanding challenging academic texts. The Strategy Use Measure (SUM) was designed with the intention of being pedagogically informative to the increasingly…

The purpose of this study was to understand the impact, implementation and costs associated with a one-semester elective lab course in 9th grade, Accelerating Literacy for Adolescents (ALFA) Lab, which seeks to improve students' reading achievement, particularly for those from economically disadvantaged communities. This study used three cohorts…

Although there is evidence that academic registers of English are important for hearing monolingual and multilingual learners as they develop through adolescence, there has been less research in this area with deaf and hard of hearing students. The current study sought to determine whether students who were exposed to American Sign Language (ASL)…

We examined the effects of a professional development (PD) with coaching model designed to improve literacy and co-taught instruction for students with and without disabilities in co-taught content-area middle school classes. Eleven co-teaching pairs in nine schools were randomly assigned to the Content Area Literacy Instruction (CALI) condition…

Purpose: This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method: Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n =…

The purpose of this study was to examine the effects of the context clue instruction program to infer meaning from context as a way to enhance reading comprehension. Participants were fifth-grade middle school students (four boys) who were at a frustration reading level (initial comprehension score range = 40%-48%) at their grade level. In…