Background: The National Education Policy of India in 2020 indicated a goal that all children will achieve foundational literacy by Grade 3 by 2025. In line with this, the Indian government sets a target of 30 to 35 correct words per minute (cwpm) at Grade 3. However, there are no supporting data for reading fluency targets in the Indian reading…

Purpose: The purposes of this study were: (a) to compare speech-language therapists' (SLTs') and general education teachers' perceived skill for providing early reading and writing instruction and (b) to compare SLTs' and teachers' knowledge of early reading and writing skills. Method: SLTs (n = 28) and general education teachers (n = 25)…

We examined the effects of a combined phonological and print intervention program on the enhancement of phonological awareness, text reading accuracy and comprehension in fourth grade Arabic-speaking children with severe difficulties in reading accuracy (dyslexia) and reading comprehension. We compared an experimental group (n = 22; mean…

It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the "whole language" reading movement that advocated for analytic phonics instruction and having…

Docklands Primary School opened its doors in Melbourne in January 2021. In this case study, Emina McLean, Head of English, describes how Sounds-Write was implemented in Foundation to Year 2 in the middle of the pandemic. Despite four lockdowns forcing periods of online teaching, various standardised tests show 80% of students on average meeting or…

Suhor ("Journal of Curriculum Studies" 16, 247-257, 1984) defines "transmediation" as the "translation of content from one sign system to another" (p. 250). Research has shown that encouraging learners to transmediate meanings across modes provides them with opportunities to represent meanings in multiple ways. In…

Analyzing heterogeneous treatment effects (HTEs) plays a crucial role in understanding the impacts of educational interventions. A standard practice for HTE analysis is to examine interactions between treatment status and preintervention participant characteristics, such as pretest scores, to identify how different groups respond to treatment.…

Although Traditional Ethiopian Orthodox Church Education (TCE) has been involved in literacy teaching for over two millennia, its potential as a model and an asset for adult literacy programmes has not been recognised by literacy providers. This paper examines how people of different generations acquire and practise literacy within TCE, including…

This study is focused on a collaboratively designed clinical experience that leverages peer coteaching alongside the pedagogies of practice framework to create Third Spaces for teacher candidates (TCs) as they implement reading lessons with elementary students. Using TC reflections, exam scores, and lesson plans, this quasi-experimental…

At the start of the 21st century, literacy teaching in state primary schools was conducted under a framework guided by a National Literacy Strategy, which recommended a model of reading called 'The Searchlights Model'. Early on it became clear that rises in performance predicted from adoption of this strategy were not happening. This led to a…

The teacher's dilemma presents various strategies for teaching content area reading. Teachers the content subject area should be willing to accept the fact that their role as teachers is vital to the success of his students. Students cannot be expected to read the textbook as they would the local newspaper or a novel. Students need to be taught…

Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU)…

Reading science has reached consensus that background knowledge is essential for reading comprehension. What remains an open question for the science of reading, however, is how and when this background knowledge ought to be developed. Teachers often include activities meant to activate background knowledge immediately prior to read-alouds.…

The most important source for the acquisition of the skills targeted in Turkish language course is the texts included in the textbooks. However, recent advances in computers have allowed the visual elements to be included in the education system in addition to textual elements. Visual elements are used in several media, especially in television…

Personalized learning technologies such as automated reading tutors have been proposed as a way to help struggling readers acquire needed skills while simultaneously encouraging engaged, sustained reading of entire books. This article investigates a key step in the development of such technologies: translating an entire novel into a sequence of…