A reader's ability to go beyond their surface-level understanding of words and to build a deeper representation of the text in their mind (i.e., reading comprehension) is predicated on a range of reader- and text-level variables that indicate how well a certain reader can read a certain text. The following study evaluates the extent to which the…

Across the nation the average allotted time, per school day for phonics instruction is 20-30 minutes for elementary students (Shanahan, 2019). Although this is an average, the aforementioned amount of time is not an adequate amount of time to include all of the necessary components of effective phonics instruction (Shanahan, 2019). Furthermore,…

The purpose of this study was to examine how the implementation of the Wilson's Language Training program, Fundations, influences the reading growth of first-grade graders. Reading proficiency at the school in this study was quite low at six percent. During the intervention, emphasis was placed on phonemic awareness. The Wilson's Fundations…

This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others.…

Foundational reading skills are key to the mastery of early literacy skills. While the process of reading is characterized by a combination of both word decoding skills and language comprehension, there are many reading skills that contribute to students being able to proficiently read text. In addition to mastery of skills, good school attendance…

Little is known about what contributes to individual differences in reading fluency after accounting for accuracy. Previous research has shown individual differences in the relative growth in word and nonword reading, specifically a pattern in which students who start lower on reading grow more in word than nonword reading ability. The purpose of…

The purpose of this study was to investigate the efficacy levels of kindergarten through second-grade teachers in their ability to provide reading instruction to students with a focus on the five foundational areas of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. In addition, the study sought to make recommendations…

Reading performance in third grade has significantly declined across the United States in recent years, suggesting a critical problem that was addressed in this study. The purpose of this basic qualitative study was to explore the perspectives of K-3 teachers working in a rural elementary school district regarding a decline since 2018 in the…

The purpose of this quantitative study is to examine what impact volunteer tutoring has on improving the reading standardized test scores of K-2nd elementarystudents in East Baton Rouge Parish public schools. An Ordinary Least Squares (OLS) multiple regression was conducted to analyze the extent in which Volunteers in Public Schools' (VIPS)…

The purpose of this experimental study was to examine the impact of English language learner (ELL) instructional extension strategies on African American K-2nd grade students with low-literacy proficiency. DIBELSO 8th edition literacy assessment for K-2nd grade was used to determine literacy proficiency during the study. The study included 74…

The purpose of this quantitative, comparative study was to examine if and to what extent, there are statistically significant differences in decoding and oral reading fluency scores between at-risk Title I students who receive multisensory phonics-based instruction in first grade and those who do not in the Western United States. Paivio's dual…

The purpose of this research study was to prove if students who are intellectually disabled can obtain phonemic awareness and the ability to read independently with the use of Wilson's Fundations. This study aims to investigate if students who have been identified as intellectually disabled are able to gain phonemic awareness by using Wilson's…

Fewer than half of students demonstrated proficiency on Michigan state-administered summative assessments at the end of third grade at a rural, Title I school in Michigan. The purpose of this quantitative study was to compare reading fluency gains between grade levels (i.e., kindergarten, first, and second grades) in an effort to better understand…

Students who receive English Learner (EL) services at Forest Oak Elementary School in Newark, Delaware, do so through a pull-out model of instruction. They meet with an EL coach in a separate setting for instruction on reading, writing, speaking, and listening in English. A first-grade teacher at Forest Oak Elementary School participated in this…

Decades of research in the science of reading suggest that using scientifically based reading practices that are aligned with the science of reading will help improve literacy. Literacy is a necessary skill and is critical for a child's overall development. How well children learn to read in school can impact their future success. This mixed…