Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference-making during read-aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference-making. In this article, we describe…

Generating accurate inferences is crucial for the successful comprehension of text and is a skill that needs to be supported starting in the early grades. Teachers can support inference-making during read-aloud lessons by asking inferential questions and providing scaffolding and feedback on students' inference-making. In this article, we describe…

In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to…

English-Spanish cognates are words that possess identical or nearly identical spellings and meanings in both English and Spanish as a result of being derived mainly from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school…

We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…

This study highlights the complex reading processes of two primary grade struggling readers. It provides a more complete picture of the readers' use of all parts of a text, verbal and visual, to construct meaning during reading. The oral reading data show that students used various linguistic strategies to read words, and the eye-tracking data…

Some teachers consider the purpose of oral reading to be accurate word identification rather than identification of meaning. These teachers do not view the oral reading portion of the lesson as an opportunity to guide children in application of meaning identification strategies. (Authors/CJ)

This study's purpose was to determine if the amount of time spent reading independently at home and at school correlated with oral reading fluency and comprehension. Fifteen heterogeneously grouped second graders logged the amount of minutes they read independently over a 12-week period. The students were pre- and post-tested using the Woodcock…

Compares the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. Concludes that the shared book experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, and improving their reading comprehension. (PA)

The effects of prior knowledge on miscues were examined by requiring 20 second-grade average to above average readers to read an expository passage orally. They were divided into two sample groups. The control group was asked to read the passage with no prior instruction. The experimental group was given prior instruction, which consisted of…

The results from the Oral Reading Test developed for the Early Childhood Education Program evaluation provided the opportunity to study some of the factors that might influence student's test-taking behavior. The Oral Reading Test requires individual students to demonstrate reading skills by reading aloud sentences typical of various grade level…

A study used a clinical interview procedure to investigate second graders' self-knowledge of pronunciation miscues during oral reading and the relationship of this knowledge to oral instructional reading level. Immediately after reading each sentence, subjects, a representative sample of 41 second-grade students from two suburban Louisiana…

A study examined the effects of teacher feedback on the oral reading performance of nine low-ability second grade readers. Subjects were randomly assigned to one of three treatment sequence conditions. A single-subject format was incorporated by using a Latin Square design for presenting the three treatment conditions--graphophonemic immediate,…

The oral reading errors of 15 second graders were analyzed to find out if strategies used by good and poor readers could be differentiated. Patterns of errors were identified, and it was found that good readers often used context cues, while poor readers relied heavily on visual-phonic information. It was also possible to identify good and poor…