This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement…

Background: Research acknowledges the importance of phonological processing and orthographic processing for reading and spelling in both consistently and inconsistently written languages. While the focus has tended to be on the role of phonological processing in languages with consistent orthographies, the role of orthographic processing,…

Public elementary schools in the Republic of Korea (Korea) do not reliably include phonics in their third and fourth grade English language curriculum. Therefore, examining how teachers are currently including phonics instructions in the classroom could significantly impact the level of reading skills acquired in English as a Foreign Language…

Background: The need to examine teachers' learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success. Aim: The study examined the learning activities used for reading literacy instruction…

The present study aimed to assess whether a training-based intervention using an explicit rime-based phonics method improves the phonological awareness outcomes of EFL children in Ethiopia. The participants were two sections of 3rd grade children (N = 70) from two public primary schools in Hawassa, Ethiopia. A quasi-experimental research design…

Background: The purpose of this study was to examine the effects of Structured Word Inquiry (SWI; an orthography intervention with a focus on morphology and how morphology interrelates with phonology and etymology) and Simplicity intervention (a novel phonics intervention) on the reading and spelling skills of persistently poor Grade 3 readers.…

Purpose: This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRACADABRA; hereinafter, ABRA)--a web-based literacy program designed by Concordia University in Canada--on third-grade students in Nanjing, China. Design/Approach/Methods: Participants comprised 999…

Controversy has surrounded the annual National Assessment Program-Literacy and Numeracy (NAPLAN) since its introduction in 2008. This initiative was designed to provide nationally consistent information on student progress in basic skills in years 3, 5, and 7, replacing the various state-based tests that preceded it. A great deal of criticism has…

The study reported here examined the efficacy of a small group (Tier 2 in a three-tier Response to Intervention model) literacy intervention for older low-progress readers (in Years 3-6). This article focuses on the second phase of a two-phase, crossover randomized control trial involving 26 students. In Phase 1, the experimental group (E1)…

An intensive phonics-based intervention program for nine-year-old Swedish pupils with reading difficulties was performed. Pupils (N = 112) were randomly assigned to either an intervention or a control group. The training was tailored to the Swedish transparent orthography and designed for one-to-one-tutoring during twelve weeks. Previously,…

This research analyses possible advantages of using schematic drawings with dyslexic readers in a transparent orthography (i.e. Spanish language). To assess the usefulness of such drawings, the procedure consisted of comparing latency times (LT) for familiar words and pseudo words in a naming task. The experimental group was formed by dyslexic…