This study explored the impact of the 95 Phonics Core Program® (95 PCP) on student literacy achievement across third graders who started the school year at different ability levels. The primary focus of this report was to investigate the relationship between changes in phonics scores with the beginning and end-of-year i-Ready® assessments and…

This single case design study examined the effects of video modeling (VM) using an augmented reality iPad application on improving phonics skills of first-grade students who struggle with reading. Results indicated that all students made significant growth in their phonics performance and maintained the intervention gains for 5 weeks following the…

Research has consistently demonstrated that literacy skills are associated with a host of benefits that are both substantial and long lasting. Given the implications of reading skill development, efforts to understand the most effective methods of teaching students how to read are consequential. Fortunately, substantial research has been conducted…

Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy…

Within brief experimental analysis, assessment data are used to target interventions for struggling students. This use of assessment data aligns with prevention and early intervention frameworks, but popular measures are limited for this purpose because of issues with measuring improvement in short periods. Our study was a pilot comparison of two…

Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between…

The researcher used a simultaneous prompting procedure to teach 3 Kindergarten students who had or who were at risk for a developmental delay. She taught a paraprofessional to use two instructional formats to teach skills (i.e., phonics or subtraction). On an alternating schedule, she used the simultaneous prompting procedure with a massed trial…