The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…

The purpose of this quantitative, comparative study was to examine if and to what extent, there are statistically significant differences in decoding and oral reading fluency scores between at-risk Title I students who receive multisensory phonics-based instruction in first grade and those who do not in the Western United States. Paivio's dual…

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition,…

This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills. It also provides snapshots of the achievement and growth norms for each grade and domain.

Children with autism spectrum disorders (ASD) are at greater risk for reading difficulties, and for many children, the promotion of reading fluency is an appropriate intervention goal. However, few studies have specifically examined the use of repeated reading (RR) with young children with ASD. The present study used a RR intervention in…

The researcher in the current study utilized a qualitative, single case study methodology to explore upper elementary teachers' perceptions of the effects of guided reading instruction on their fluency instruction, their efforts toward students' self-efficacy in reading, and their comprehension instruction. Classroom educators from Grades 3, 4,…

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the United States as a strong indicator of comprehension and overall reading achievement, but has several limitations including errors in administration and large standard errors of measurement. The purpose of this study is to compare scoring methods and passage…

Success for All Foundation (SFAF) is a non-profit organization that strives to enable every child to read and succeed. Its core value is built upon implementing evidence-based and research-proven programs to enhance students' literacy skills. Sirius Thinking, Ltd., is a world-renowned children's media production company that specializes in…

In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to…

Background: The present study aimed to examine the early growth of word and nonword reading fluency and their cognitive predictors in a consistent syllabic orthography (Japanese "Hiragana"). Method: One hundred sixty-nine Grade 1 Japanese children (M[subscript age] = 80.12 months, SD = 3.62) were followed until the middle of Grade 2 and…

Most private schools in India follow the Alphabet-Spelling method to teach reading in English. This approach bypasses letter-sound correspondences and focuses on rote memorization and sight-word recognition. In an effort to provide students with more recent evidence-based practices in reading instruction, this study examined how phonics-based…

Curriculum-based measurements (CBM) are used in schools to screen students for academic difficulties. Oral reading fluency curriculum-based measures (CBM-R) are the most popular, yet several studies have identified predictive bias in CBM-Rs in relation to key variables (e.g., race, sex). Despite a massive increase in the use of these measures as…

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…

The present study examined the mediating role of text reading fluency in reading comprehension in English and Kiswahili utilizing longitudinal data from 628 first- and second-grade children from multilingual contexts in Kenya. We employed path analysis to explore the mediating role of text reading fluency on decoding and reading comprehension in…

Purpose: The study aimed to examine whether oral reading prosody--the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud--predicts reading fluency and comprehension abilities. Method: We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades…