The current study examined the effect of the linguistic status of the verbal previewing strategy on the outcomes of reading comprehension tasks among second (N = 25, age 7.08 ± 0.3), and sixth-grade students (N = 25, age 11.75 ± 0.25), with typical reading development. The texts for each group were carefully matched and were divided into three…

The purpose of this study was to investigate if a group of sixth-grade low achievement language minority (LM) students' reading skills could be improved by an intervention designed to train reading fluency, a critical component of reading development, defined as integrating speed and accuracy (reading rate) as well as prosody. The study included…

This academic article has objectives were 1) to study the techniques in data analyzing of speech recognition systems techniques to detect reading aloud skills in Thai tonal conjugation for Primary Education Students, and 2) to study the effect of speech recognition systems techniques to detect reading aloud skills in Thai tonal conjugation for…

Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification.…

Effects of semantic versus syntactic constraints on resolution of Hebrew heterophonic-homographic words were examined at three reading skill levels. Fourth-and sixth-grade students and a group of adults read aloud sentences containing two types of heterophonic-homographs: noun-noun (e.g., BYCH [Hebrew characters] is read as beitsa 'egg' and bitsa…

The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…

The purpose of the present study was to examine the effects of reading modality (oral versus silent) and passage genre (narrative versus expository) on the reading comprehension of middle school students. A normative sample of sixth- and seventh-grade students (n = 175) read narrative and expository texts from the Qualitative Reading Inventory,…

The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost…

This study leverages advances in multivariate cross-classified random effects models to extend the Simple View of Reading to account for variation within readers and across texts, allowing for both the personalization of the reading function and the integration of the component skills and text and discourse frameworks for reading research. We…

Purpose: The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method: Data were obtained from 64 African American school-age children between the…

This randomized study evaluated two evidence-based reading interventions with 121 middle school students who presented with reading fluency deficits. One intervention was teacher-directed and utilized numerous evidence-based strategies; the other intervention, the Helping Early Literacy with Practice Strategies for Small Groups Program, provided a…

This study examined the relationship between two reading curriculum based measures (oral reading fluency and MAZE) and the reading and mathematics subsections of a high stakes test administered at the 5th and 6th grades. Bivariate correlations were conducted between each curriculum based measure and each subsection of the test. Results indicated…

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental…

This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English" ("DISE"), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach…

Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty in accurately identifying students' miscues. To identify and tabulate scorers' mismarkings, this study employed examiners and raters who scored 15,051 words from 108 passage…