Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension.…

Students with attention deficit/hyperactivity disorder (ADHD) often struggle with spelling. Research shows this population benefits from self-management interventions, structured practice opportunities, and immediate feedback--all components of the copy-cover-compare strategy. This empirical investigation used a multiple-baseline experimental…

The increasing numbers of English language learners who are enrolled in schools across the nation, combined with the escalating academic demands placed on all students, warrant the evaluation of instructional strategies designed to improve English language learners' reading performance. In this study, the authors used a multiple baseline design…

Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

The author examined the effectiveness of a vocabulary intervention that employed structured, supplemental story read-alouds and related oral-language activities. Within each of 7 Title I schools across 2 sites, 15 third-grade teachers were randomly assigned to either use the intervention (treatment condition) or continue their usual practice…