The purpose of this study was to examine the relationships between student perceptions of a "good reader" and their reading performance. A total of 100 students (grades 1-8) who attended an after-school program for low-income youth completed the Student Perceptions of a Good Reader Scale (SPGRS) that includes two subscales:…

Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP's review. We examined…

The purpose of this study was to examine the effects of 42 hr of reading instruction during summer on (a) reading performance of rising second and third graders (n = 39), who were from low-income families and who read below grade level, and (b) the fall reading outcomes between this group and their nonparticipating peers. The intervention was…

There is resounding evidence of the existence of direct precursors of written language, most specifically phonological awareness, letter knowledge, vocabulary, and oral comprehension. The initial differences identified in the development of written language precursors are directly related to subsequent students' academic trajectories.…

The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school…

Third-grade reading proficiency predicts later reading achievement and high school graduation, yet third-graders from historically marginalized groups experience differential learning opportunities and sometimes perform poorly in reading. Similar to the effects of summer learning loss, lost instructional opportunities due to COVID-19 have…

This study aimed to describe 1-year changes in students' vocabulary in written narratives. Secondary aims included examination of accuracy and the relationship between lexical diversity and achievement. Participants included 749 students in first through eighth grades. Within-subjects 1-year change in diversity, productivity, and accuracy was…

In this study, we investigated the predictive value of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures for performance on a high-stakes reading assessment at the end of third grade. DIBELS measures were administered to students at the end of third grade, around the same time as their high-stakes tests. Collectively, the…

Cognitive predictors of reading are well known, but less is understood about the roles of "noncognitive" factors, including emotional variables such as anxiety. While "math" anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders (n = 272) on…

The present study examined the impact of an intensive reading fluency intervention on the overall reading performance of 37 struggling readers in 3rd grade. Students' 3rd-grade classroom teachers and/or their performance on a state-mandated reading achievement test given toward the end of the 3rd-grade school year identified them for the study.…

The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…

In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…

The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A…

Summer setback, which is defined as a decline in academic achievement over the summer months, occurs in many academic areas but seems especially problematic in reading. We assessed students from a midwestern parochial school serving predominantly students from a low--socioeconomic status background for their reading achievement before they left…

The purpose of this study was to examine the developmental trajectory of speed and accuracy of words in context and in isolation among skilled, average, and less skilled readers (N = 201). The authors assessed fluency of words read in isolation and in contextual measures in the fall, winter, and spring of 1st grade. They performed a multivariate…