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…

After a universal screening assessment, how can K-6 educators translate the results into evidence-based instruction, targeted interventions, and improved reading outcomes? The timely new edition of this bestselling book has clear and practical answers. Fully updated with the latest reading research and models, this teacher-friendly planning guide…

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special…

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special…

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic…

Greater utilization of certain Literacy by 3 classroom practices is associated with the increased likelihood of a campus exceeding district average growth in reading. Though the Literacy by 3 program has been in the Houston Independent School District (HISD) since the 2014-2015 school year, this study is the first to examine the relationship…

Over 11 million students enter school speaking a language other than English. Due to their emerging English proficiency, many English Learners (ELs) struggle with English literacy, which impacts their overall achievement in school. However, there is evidence that ELs who have solid skills in their native language are able to apply their…

"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…

This study evaluated Earobics Step 1, a commercial literacy program, and examined whether impact varied with children's school readiness and classroom instruction. Participants included 247 kindergarteners from 37 classrooms in nine Title 1 schools. Children were randomly assigned to receive 21 weeks of computerized instruction with Earobics or…

Abracadabra (ABRA) is a 20-week online literacy program composed of phonic fluency and comprehension activities based around a series of age-appropriate texts. Four 15-minute sessions per week are delivered by a teaching assistant (TA) to groups of three to five pupils. This report summarizes the findings of a randomized controlled trial assessing…

Fresh Start (FS) is a catch-up literacy intervention for pupils at risk of falling behind their peers in early secondary schooling. It provides systematic and rigorous practice in phonics so that pupils are at an appropriate level to join the mainstream group after completion of the intervention. Pupils are assessed and then grouped according to…

The Vocabulary Enrichment Full Programme combined three existing programmes--the Vocabulary Enrichment Intervention Programme (VEIP), Sounds-Write and Literacy Plus--and aimed to improve the reading abilities of pupils in Year 7. VEIP is a structured scheme that teaches children new words and encourages them to use these words in speaking and…

The purpose of this study was to explore the experiences and perceptions of early childhood preservice teachers in a southeastern university as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Mastery was set at 90% accuracy in a series of tests, which required them to perform different tasks related to the said…

This collection of articles from The Reading Teacher offers indispensable insight on issues, problems, and innovative solutions in literacy education. A wide spectrum of authors--ranging from successful classroom teachers to noted researchers and teacher educators--weigh in on language theories, relevant research, effective instructional…

The Ministry of National Education in Turkey initiated a new early reading instruction method in 2004. Analytical approach (Whole Language), as defined in the curriculum, was abandoned and phoneme based approach (Phonics) was introduced. This research has a two year longitudinal perspective and aims to collect the opinions of teachers about the…