This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals. Participants included 51 Spanish-English and 64 Chinese-English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy,…

In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text…

A latent profile analysis approach was used to examine the developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2, as well as their antecedents in kindergarten. The participants in this study were 448 children. Four different developmental profiles of task-avoidant behaviour and reading skills were identified. Our…

The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade-appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension…

The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis…

This study analyzed the relation and the specific influence of rapid naming (RN) on different reading (decoding accuracy and reading fluency) and writing components (spelling accuracy and fluency in composition) of European Portuguese. Moreover, it also compares the influence of Rapid Automatized Naming (RAN) tests (colors, digits) and of a Rapid…

For students who have limited expressive language skills, both verbally and in writing, it is difficult for a teacher to assess the acquisition of reading skills. The authors examined the effects of computer-aided instruction (CAI) on the early reading and reading comprehension skills of six students with autism spectrum disorder, and other…

The primary goal of this research is to better understand my students' reading orientations--what they believe it means to be a successful reader. I also seek to identify the relationship between those beliefs and my teaching. The data come primarily from six focal students in my second-grade classroom in an urban public charter elementary school…

This article documents the experiences of a diverse group of second grade students during a nine week unit of study focused on graphic stories. The project begins as the class is immersed in reading graphic stories designed for young readers. Images, written text, and dialog are utilized to scaffold reading comprehension and to practice fluency.…

We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on…

"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30-100 minutes a day, 5 days a week, for 4-16 weeks, includes three series. The "Fast ForWord[R] Language" series…

The developmental sequence of the types of orthographic knowledge that children acquire early in reading development is unclear. Following findings of skilled reading, the orthographic constraints of positional frequency and feedback consistency were explored with a wordlikeness judgement task for grades 1-3 English-speaking children. The data…

We examined how rapid automatized naming (RAN) components--articulation time and pause time--predict word and text reading fluency in a consistent orthography (Greek). In total, 68 children were followed from Grade 2 to Grade 6 and were assessed three times on RAN (Digits and Objects), phonological awareness, orthographic processing, speed of…

This article reports two different studies examining the theoretical account of low-level deficits in beat perception as an alternative explanation of developmental dyslexia in Greek, an orthographically consistent language. Study I examined the relationship of amplitude rise time and frequency discrimination with measures of phonological…

The authors compared the effects of two sight word fluency drills (i.e., reading racetrack and list drills). They used a repeated acquisition design across 8 second-grade students identified as at risk for reading difficulties. More participants performed better when they read words on the reading racetrack than on the list; however, results were…