Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children's…

The authors used nationally based, random sample data from three different years (2009-2010, 2011-2012, and 2014-2015) for nearly 20,000 first-grade students (n = 9,760, 3,657, and 3,121, respectively) to examine long-reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement…

The current article examines what factors explained the success of a reading program delivered by older adult volunteers to at-risk early readers. The article also examines the direction of the relationship over time (both direct and mediated) between reading achievement, frequency of reading at home, and academic self-beliefs. Two hundred and…

The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in…

In this "Struggling Readers" department, the author describes a collaborative lesson--a professional development strategy adapted from Reading Recovery. Collaborative lessons involve a small group of educators who collaborate to help a student who is struggling with reading. While collaborative lessons were initially designed by Reading Recovery…

The knowledge that reading and phonological awareness are mainly reciprocally related has hardly influenced the status of a phonological awareness deficit as the main cause of a reading deficit in dyslexia. Because direct proofs for this theory are still lacking we investigated children at familial risk for dyslexia in kindergarten and first…

This quantitative, quasi-experimental study investigated the reading achievement of students at-risk of failure to learn to read. This study analyzed the effectiveness of the reading intervention program, Reading Success, which is used with at-risk first grade students in an elementary school district in DuPage County, Illinois. The Reading…

Many educators are reluctant to use scripted instruction, reporting that scripts are mechanical in nature and only appropriate for low-level skills. This study sought to investigate the impact of a supplemental program's script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the…

Reading Recovery (RR), an early intervention reading program, is designed to push a lagging learner to accelerate. In this study, the researcher compared reading comprehension and fluency growth for struggling first graders who participated in a traditional reading program only as compared to those in a traditional program plus a RR program. The…

This 8-week case study involved evaluating the impact of the Reading Recovery intervention program on students with reading difficulties. The participants of this case study were 2 at-risk first-grade students selected for participation in the Reading Recovery program, which provided 30 minutes daily of one-on-one instruction. This study employed…

Teacher educators examined three aspects of expertise in reading instruction in 15 preservice, classroom, and intervention teachers at three distinctively different points in their professional development. In one sitting, participants responded to two video clips showing the same first-grade child reading familiar text in a Reading Recovery…

Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified phonological representations. Many individuals with dyslexia also present impairments in…

Reading Recovery (RR) is an early intervention program that addresses the needs of struggling readers in 1st grade. Numerous studies support the positive effect RR has with struggling readers, but research is limited on the effects of RR with English language learners (ELLs). The purpose of this study examined the relationship between oral…

The purpose of this study was to determine the impact and sustainability of successfully discontinued first grade Reading Recovery students as compared to non-Reading Recovery students in reading achievement measures as third graders. Schools are facing the unprecedented challenge to ensure reading success for all students by the end of second…

School systems across the country continuously seek to find ways to increase academic achievement at all grades. Possessing the ability to read is one of the keys to academic success; not being able to presents many challenges. Union County Public Schools and the state of North Carolina expect students leaving their kindergarten year to be able to…