Few studies have examined the effects of extensive reading (ER) on foreign language learners' acquisition of sight vocabulary, especially for partially known high-frequency words and reading fluency development. This study compared groups of non-English-major Japanese university-level students engaged in ER with intensive reading (IR) for two…

Recent studies have examined the use of culturally relevant passages in reading interventions for African American students. Research in the area of reading interventions for Latino students is limited. This study compared the use of culturally relevant and non-culturally relevant passages in reading interventions using repeated reading. The study…

Repeated reading (RR) is an established and extensively researched intervention which has been shown to improve reading fluency and comprehension. However, past reviews have found the rigor of the RR research insufficient for it to be considered evidence-based. Previous review of the RR research were updated and expanded. Forty-four group designs…

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 effects of extensive, timed, and repeated oral reading on 101 lower-intermediate Japanese university L2 English learners' reading rates and comprehension were investigated over one academic year. The participants were divided into four quasiexperimental groups: (a) Group 1 did extensive, timed, and repeated oral reading with prosody and…

This matched-sample study investigates the use of a wide range of texts of varying--and often challenging--complexity to promote fluency for students experiencing below grade level achievement. We designed a repeated-reading protocol called 'Read Like Us', and performed a pilot implementation in small groups with third- and fourth-grade students…

Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of…

Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more…

The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…

The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…

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 researcher in the current study utilized a qualitative, single case study methodology to explore upper elementary teachers' perceptions of the effects of guided reading instruction on their fluency instruction, their efforts toward students' self-efficacy in reading, and their comprehension instruction. Classroom educators from Grades 3, 4,…

This study examined how a structured voluntary reading intervention supports students in becoming better readers. A one-group pretest/posttest design was used to measure changes in elementary student's reading fluency, reading comprehension, and attitude towards reading in response to receiving an 8-week structured reading intervention. The 8-week…

Most private schools in India follow the Alphabet-Spelling method to teach reading in English. This approach bypasses letter-sound correspondences and focuses on rote memorization and sight-word recognition. In an effort to provide students with more recent evidence-based practices in reading instruction, this study examined how phonics-based…

Success for All Foundation (SFAF) is a non-profit organization that strives to enable every child to read and succeed. Its core value is built upon implementing evidence-based and research-proven programs to enhance students' literacy skills. Sirius Thinking, Ltd., is a world-renowned children's media production company that specializes in…