In elementary school, an important goal of reading instruction is to enable children to read most words automatically by sight so that they can focus on learning from and enjoying what they are reading. But becoming a strong reader takes several years. Parents and caregivers need to know if a child is making good progress in learning to read.…

Serial rapid automized naming (RAN) has been often found to correlate more strongly with reading than discrete RAN. This study aimed to demonstrate that the strength of the RAN-reading fluency relationship is dependent on the format of both RAN and the reading task if the reading task consists of sight words. Seventy-one first-grade, 74…

Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is…

Several decades of research have established the critical role of phonemic awareness in the development of beginning reading. In particular, phonemic awareness makes early phonics instruction useful for children and facilitates their ability to blend letter sounds while decoding words, to learn sight words reliably, and to spell phonetically. A…

The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…