Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50…

Previous research has demonstrated correlation between letter-naming and letter-writing fluency, and a relationship between letter-naming fluency and successful reading development. Awareness of critical features of letters has received less attention as a part of handwriting development, but it is theorized to also play a role in letter-writing…

Reading Horizons partnered with LearnPlatform by Instructure to investigate the relationship between teacher implementation of Reading Horizons Discovery (RHD) and student literacy outcomes. The study involved 83 educators and 1,242 students across seven elementary schools in North Carolina during the 2022-23 school year. Researchers used mCLASS…

Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded…

The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…

Purpose: Researchers have developed a constellation model of decodingrelated reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation…

This report provides an overview of kindergarten readiness of six Baltimore City Public Schools (City Schools) kindergarten cohorts from the 2014-15 to the 2019-20 school year. This report is accompanied by the Digest of City Schools Kindergarten Statistics, 2022 Edition (Baltimore Education Research Consortium [BERC], 2022), which provides…

This digest provides descriptive, aggregated statistics related to the experiences of six cohorts of kindergartners who were enrolled in Baltimore City Public Schools (City Schools) from the 2014-15 school year through the 2019-20 school year which is the most recent available. Multiple indicators of kindergarten readiness and outcomes, including…

This dissertation investigated student comprehension and its relationship to oral reading fluency. The DIBELS Next reading assessment was used to determine the relationship between these reading skills. This research also examined the relationship between the two comprehension measures of the DIBELS Next assessment that are identified by the…

This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound…

The effects of instructing kindergarten students (five-year-old in their first year of public school) on patterning were tested. Up to nine students in each class were randomly assigned to three groups in each of six classes, i.e., as many as three from a class in each group. One group received instruction on complex patterns similar to those…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

Although letter naming fluency (LNF) and letter sound fluency (LSF) measures are widely available to educators for assessing early literacy skills of kindergarten children, better understanding of the contributions of these skills to reading development can help improve the interpretation of LNF and LSF data for instructional decisions. This study…

This study examined the relationship between two reading curriculum based measures (oral reading fluency and MAZE) and the reading and mathematics subsections of a high stakes test administered at the 5th and 6th grades. Bivariate correlations were conducted between each curriculum based measure and each subsection of the test. Results indicated…

This study sought to examine the effectiveness of Reading RACES (RR), a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these…