High-quality decodable books enhance literacy by providing children with focused practice opportunities to break down sounds they have learned and apply their decoding skills. Just Right Reader (JRR) hired LXD Research to measure its impact during a pilot study in the Spring of 2024 to determine the effect of their decodable books on literacy…

Researchers have argued that writing skills have significant implications for developing reading skills. A growing body of research has provided evidence that writing skills, in particular invented spelling, provide unique predictive information regarding future reading skills. This study examined which preschool early writing skills (i.e., name…

Background: To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation -- an affective factor -- contributes to reading comprehension in Chinese elementary schoolers, beyond…

The study aimed to compare the effectiveness of face-to-face and virtual phonological awareness training in the reading performance of students with dyslexia during the COVID-19 pandemic. For this purpose, 90 students with dyslexia were selected by convenience sampling and assigned to two experimental (face-to-face and virtual) groups and a…

Reading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier Response to Intervention (RtI) model designed to improve reading skills in Swedish students. Participants were grade 2 students in a primary school setting. A quasi-experimental between-group design was…

This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this "reading improvement sector" showed that they serve as a conduit for sharing reading-related resources and…

Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K-3 students with reading difficulties (K-3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for…

This independent quasi-experimental study conducted by WestEd reported that Lalilo had a large significant positive impact on students' oral reading fluency skills. This is an important outcome because fluency is both a critical component of literacy and a strong predictor of later reading success. Effects were particularly strong for students…

Backgrounds: Decoding and vocabulary are two essential abilities to reading comprehension. Investigating the roles of decoding and vocabulary in Chinese reading development can not only provide empirical evidence to enrich the current reading theories but also have implications for educational practice. Aims: To examine the developing importance…

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…

A skill-by-treatment interaction (STI) isolates skill deficits and manipulates conditions to match them to student needs. Based on the learning hierarchy, preintervention scores can help predict which intervention will be most successful for an individual student. This study compared the efficacy of a modeling and practice-based decoding…

Achievement gaps in learning can be identified as early as entry into kindergarten. This longitudinal study explored reading outcomes of 60 students over the course of five years to determine the impact of an additional year of school prior to kindergarten. The program was created to provide alternative options for students who attended preschool…

We evaluate an intervention using SMS messaging to send short stories to 2nd and 3rd graders in Zambia's Eastern province, aimed at improving reading skills. For nine months households received three text messages weekly comprising a short story for children to read with their families, and a question about the story. Additionally, parents…

The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention…

The aim of this study was to improve the reading and writing performance and reading motivation of a third grade primary school student who does not have any cognitive or physical disabilities. In the study conducted by the action research method, one of the qualitative research methods, the student's reading and writing performance and reading…