How can primary literacy teachers effectively identify, adapt, and incorporate developmentally appropriate technologies to support their students' reading development? This article reports results from a case study attempting to digitize a classroom literacy practice--close reading--for Year 2 students. It suggests that digital tools can…

Students in the 3rd and 4th grade often encounter what has been called a reading "slump" when their class curriculums increasingly ask them to comprehend and learn from texts. Students are more likely to struggle if they have not been offered sufficient opportunities to build world and domain knowledge and engage in challenging…

The purpose of this study was to identify the perceptions of third through fifth grade teachers on the effectiveness of district reading instruction training as it relates to reading achievement. This research was conducted for the following purposes: (a) to explore the perceptions of third through fifth grade teachers on the effectiveness of…

This dissertation investigated whether specific music training components of pitch and rhythm had a differential effect on early literacy skills of phonological awareness, alphabet knowledge, and concept of word awareness. In addition, this study examined associations between musical aptitude and early literacy skills. The central element of this…

The problem explored by this study was that teachers' perspectives are not implemented when selecting and utilizing phonics instruction in kindergarten through second grade classrooms. The purpose of this qualitative case study was to explore primary teachers' rationales and experiences when choosing and implementing phonics instruction in primary…

This systematic literature review aimed to study the effects of early reading interventions in early grades. Specifically, interventions in the early stages affect letter-sound recognition, phonemic awareness, and word identification. Many students may fail to reach the end-of-the-year standards, even with strong classroom teaching. Intervention…

Reading skills are important for students' academic success. Phonics specifically is a foundational skill which is necessary for reading fluency and overall reading proficiency. Additional support outside of the classroom can be beneficial for those struggling and at-risk. There are various strategies and interventions that can help student's gain…

Young children of Color from minoritized communities can co-author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student-generated decodable readers. While traditional and curricular decodable readers are used…

Reading is a basic literacy that plays an important role in the intellectual development of students. Based on various surveys, it was identified that the reading competence of Indonesian students was very low. The research aims was to implement educative comics based on local folktale and examine its effect on increasing reading literacy of rural…

Background: Although Zimbabwe has performed quite well on Grade 6 SACMEQ literacy assessments compared to other African countries, reading levels are generally low and there is little research on reading literacy in Zimbabwean primary schools. Aim: Grade 3 and 4 learners' reading comprehension (RC), accuracy and speed in oral reading fluency (ORF)…

This book introduces the Cycle of Responsibility (COR) model--the next step in the evolution of the Gradual Release of Responsibility model, which has been a conceptual mainstay of literacy education for decades. This new model shifts the current linear model to a cyclical process of multifaceted interactions that better reflect the complexities…

Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the…

Kindergarten students commonly receive a limited amount of exposure to scientific concepts and informational texts. The present study used a multiple probe design across participants to determine the effects of shared reading instruction on three kindergarten students' science-related vocabulary acquisition in a virtual classroom during the…

While reading digital texts requires many of the same foundational literacy skills as reading printed texts, it also requires skills that go beyond print-based reading. In this article, we argue that the skills children need to read, understand, and communicate about digital texts is a Core Disciplinary Practice that should be addressed in the…

Background: The context of this research is reading literacy instruction in Foundation Phase classrooms in South Africa. Although large-scale studies have researched learner performance, little is known of the nuances of teachers' practice, particularly in the non-verbal realm. This research seeks to address that gap. Aim: This research…