Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R[subscript 3] is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was (1) to evaluate the current state of the phonemic and auditory symptoms of children with…

This report summarizes Fall 2017 Texas Kindergarten Early Assessment (TX-KEA) results for Austin Independent School District (AISD) kindergarten students, examining those with or without prior AISD prekindergarten experience. Test domains summarized in the report include vocabulary, listening comprehension, blending, letter names, letter sounds,…

The Great Leaps Reading Program (GLRP) was developed to supplement the reading instruction of students with reading difficulties (Campbell, 1995). Repeated readings, within each component of the GLRP intervention, were used until a predetermined criterion for mastery was achieved. Three secondary students educated in a rural, Title One school…

The purpose of this study was to determine the significance of teaching phonological awareness directly in the classroom. Student samples were conducted of both special education and general education students. Teacher interviews and observations were also used in this process. This research was conducted in an elementary school with approximately…

This action research project was developed in order to increase student literacy, particularly in the area of reading, for students who were considered at-risk. The targeted student population was 2nd grade students who were served within a primary cross-categorical special education program. The classroom was housed in an elementary (K-2) school,…

The purpose of this study was to examine which of three instructional modalities was more effective in enhancing the ability of nonnative English speaking children to read during the first grade. In this study, sixty-three first-grade children were randomly selected from four first grade classes from two primary schools in a university town in a…

The Ministry of National Education in Turkey initiated a new early reading instruction method in 2004. Analytical approach (Whole Language), as defined in the curriculum, was abandoned and phoneme based approach (Phonics) was introduced. This research has a two year longitudinal perspective and aims to collect the opinions of teachers about the…