The learning losses caused by the COVID-19 pandemic make this an important time to identify strategies that can help students accelerate their learning. The Strategic Adolescent Reading Intervention (STARI) is a year-long supplemental reading intervention that is intentionally designed to address the motivational barriers of middle school students…

This study aimed to describe 1-year changes in students' vocabulary in written narratives. Secondary aims included examination of accuracy and the relationship between lexical diversity and achievement. Participants included 749 students in first through eighth grades. Within-subjects 1-year change in diversity, productivity, and accuracy was…

In a replication study, the researcher investigated the effects of a 4-week vocabulary intervention in which he and a teacher used direct instruction to teach 16 multiple-meaning words to three hard of hearing students in a fifth-grade classroom who read at low levels. The vocabulary intervention was adopted from a study by Alqraini and Paul…

We compare poor-performing and normal-performing decoders' processing times on real words, pseudo-homophones, and nonwords (Study 1), and evaluate how a processing time difference is associated with rates of decoding development (Study 2). Over 800 sixth and seventh graders took an online reading component battery, which included a decoding test,…

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with…

This study aimed to examine (a) the developing interrelations between the efficiency of reading individually presented words (i.e., isolated word recognition speed) and the efficiency of reading multiword sequences (i.e., word list and text reading fluency); (b) whether serial digit naming, indexing the ability to process multi-item sequences,…

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.…

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…

We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2-5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a…

In this study, we examined the effects of E-flashcards and paper flashcards on Chinese vocabulary learning and learning attitudes among students learning Chinese as a foreign language. One hundred fourth and fifth grade English-speaking students participated in two groups, E-flashcards (n = 50) and paper flashcards (n = 50), to learn 20 new…

The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and…

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students' oral reading fluency (ORF). The single subject experimental design (SSED) involved five students who participated in a 12-week study where CARR intervention was carried out twice a week.…

Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 fourth and fifth grade struggling readers (mean age = 10.3 years) on behavioral ratings of attention, sustained attention, and reading over a school year. Contributions of behavioral ratings…

Cognitive predictors of reading are well known, but less is understood about the roles of "noncognitive" factors, including emotional variables such as anxiety. While "math" anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders (n = 272) on…

Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC's skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third,…