Variations of supplemental flashcard drill and practice instructional procedures (i.e., massed practice and interspersal presentation arrangements of words) were examined for six kindergartners who struggled making letter-sound correspondences. Findings revealed that the children demonstrated the highest learning rates when the presentation…

The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…

We conducted this prospective cohort study to explore the predictability of dyslexia from 1st-grade literacy skills in Italian students. We followed 407 Italian students in primary school from the 1st through the 3rd grades. Students were diagnosed with dyslexia in the 3rd grade. We retrospectively tested participants' 1st-grade performance in…

Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directing their attention to print enhances the effect. In an experiment, first graders (N = 45) were…

The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…

The goal of the current study was to determine whether Concept of Word in Text (COW-T) predicts later sight word reading achievement in Spanish, as it does in English. COW-T requires that children have beginning sound awareness, automatic recognition of letters and letter sounds, and the ability to coordinate these skills to finger point…

In this technical report, we present the results of a study to gather criterion-related evidence for Grade K-1 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Dynamic Indicators of Basic Early Literacy…

We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were…

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…

Kindergarten students at-risk for reading difficulties were selected for participation in a parent implemented reading program. Each parent provided instruction to his or her child using the reading program "Teach Your Child to Read in 100 Easy Lessons" ("TYCTR"; Engelmann, Haddox, & Bruner, 1983). Parents were expected to…

Children who have difficulty learning to read are at increased risk for academic failure, poor self-esteem, anxiety and depression, and unemployment. To help reduce these risks, it is important to identify and treat weaknesses in a child's reading as early as possible. The aim of this study was to develop a valid and reliable comprehensive…

Early literacy skills are critical for success in school, yet many children fail to obtain these skills in a timely manner leaving them unable to perform at minimal academic expectations. The purpose of this study was to examine the effects of word box instruction, a research-based intervention designed to promote phonemic awareness, on the…

Early reading abilities are widely considered to derive in part from statistical learning of regularities between letters and sounds. Although there is substantial evidence from laboratory work to support this, how it occurs in the classroom setting has not been extensively explored; there are few investigations of how statistics among letters and…

We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams ("aw," "oi," and "au") was trained in lists, and…

The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on…