This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement…

Third-grade students with learning disabilities (SWLD) struggle to meet reading proficiency levels at the national level in the United States. Specific educational legislation has been enacted to enable SWLD to use assistive technologies such as text-to-speech (TTS) tools to support their reading. This study investigated the impact of implementing…

Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing,…

Background: Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks--'Fluency hypothesis'. Aims: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and…

Young students who are struggling with reading need a strong foundation in decoding skills. The need for strong decoding skills is particularly true for students facing multiple risk factors. A robust research base exists for interventions that improve decoding skills, but that research base extends minimally to students facing several risk…

This study reports on the effectiveness of an organised set of storytelling activities that aimed to enhance early literacy development. There were three conditions in the study. In the control condition, regular literacy development activities took place. In one experimental condition, the set of activities included oral storytelling. In the…

In education research, statistical significance and effect size are 2 sides of 1 coin; they complement each other but they do not substitute for each other. This descriptive study, however, was limited to effect size only because years of experience with Idaho statewide student samples of up to 24,000 the rare outcomes has been t-tests with…

The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. This document shows why a K-3 reading policy is necessary, discusses evidence and research, and explains the fundamental principles of a comprehensive early literacy policy.

This qualitative study was conducted to explore emergent literacy and phonological awareness abilities of primary students who experienced an interruption of classroom literacy instruction due to a catastrophic event. Participants included four primary students and their parents. The students participated in home-shared reading regularly and…

This paper addresses the need for effective curriculum-based measures (CBMs) to assess foundational literacy skills in India. It seeks to answer the questions: What is the reliability and validity of the FABLe app in the Indian context? What is the efficacy of the FABLe app in identifying students who are at-risk for reading difficulties? There…

Language skills have an important place in people's thinking, understanding people around them and expressing themselves. Reading skills, which are among the otherlanguage skills, play a vitalrole for an individual in adapting them into his daily life. Reading should not be interpreted as recognizing merely the letters, the word and articulating…

Studies on the relation between children's reading motivation and early developmental stages of reading competence are rare and have neglected on-line measures of reading skill (e.g., eye movements indicating word decoding). For this reason, we investigated the effects of intrinsic and extrinsic reading motivation on the efficiency of reading…

A Comprehensive K-3 Reading Policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. For students severely below grade level and who do not…

Reading and writing go hand in hand, students who struggle in reading are likely to struggle in writing. Yet, when we research interventions for students with reading difficulties and writing difficulties, we rarely combine the two. In a study by Puranik et al. (2017, 2018) investigating the feasibility and promise of a whole-class peer-assisted…

The purpose of this quantitative study was to examine whether there is a correlation between English language proficiency level (ELP) and growth in reading for English learners (ELs) in first, second, and third grade in suburban Virginia. In order to develop language skills, it is important to take the four language domains into consideration,…