Like many states, Massachusetts has intensified efforts in recent years to improve literacy outcomes, particularly in the early grades. Initiatives have focused on providing guidance and resources for implementing changes in curriculum, instruction, and additional screening and support for struggling students. In September 2022, the Board of…

Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross-sectional and focus on reading development predictors, with relatively little emphasis on spelling…

Background: The COVID-19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language…

The purpose of this quasi-experimental quantitative study was to determine whether the supplemental phonics program, Fundations, improved reading skills over time. Ehri's theory of orthographic mapping served as the theoretical framework for this study. Archival data from 254 second grade students who did, or did not, participate in the…

In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned…

This research aims to determine the efficacy of the reading intervention program (OKU-GEL) in improving the fluent reading skills of primary school students with dyslexia. The model of the research is the changing criterion design from single-subject research models. The research was carried out with three Turkish-speaking male students attending…

The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition,…

Children with autism spectrum disorders (ASD) are at greater risk for reading difficulties, and for many children, the promotion of reading fluency is an appropriate intervention goal. However, few studies have specifically examined the use of repeated reading (RR) with young children with ASD. The present study used a RR intervention in…

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the United States as a strong indicator of comprehension and overall reading achievement, but has several limitations including errors in administration and large standard errors of measurement. The purpose of this study is to compare scoring methods and passage…

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…

Background: The present study aimed to examine the early growth of word and nonword reading fluency and their cognitive predictors in a consistent syllabic orthography (Japanese "Hiragana"). Method: One hundred sixty-nine Grade 1 Japanese children (M[subscript age] = 80.12 months, SD = 3.62) were followed until the middle of Grade 2 and…

The present study examined the mediating role of text reading fluency in reading comprehension in English and Kiswahili utilizing longitudinal data from 628 first- and second-grade children from multilingual contexts in Kenya. We employed path analysis to explore the mediating role of text reading fluency on decoding and reading comprehension in…

Learning to read is an essential skill for later academic success, positive self-esteem, and gainful employment. Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school. Recent data suggests that many students in today's schools do not become skilled…

Many children living in linguistically diverse low- and middle-income countries learn to read and write in multiple languages. Recent research provides implications for effective reading instruction with multilingual learners (e.g., Hall et al. in New Dir Child Adolesc Dev 166:145-189, 2019). However, there is limited empirical evidence on…