Read Two Impress Plus (R2I+) is a fluency-building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership-centered, culturally and linguistically affirming family engagement to improve the literacy proficiency of students, aged 7-12,…

Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading…

We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; M[subscript age] = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten,…

Research has indicated that reading aloud to young students can enhance their foundational reading skills and their reading motivation, but such research has been lacking in African contexts. In this study, we assessed the efficacy of story read-aloud lessons in improving students' foundational reading skills in Nigeria. The experiment took place…

Educators have been faced with increasing demands to not only achieve, but also improve reading scores across the nation. Educational research of literacy abilities and reading achievement performance on state assessments have been researched and documented for decades. However, there has been little research on middle school literacy and state…

By the time students enter the fourth grade, it is expected that they possess the basic literacy skills needed to read and learn content. It is the general belief that in the early grades, students are taught foundational literacy skills that make them proficient readers by the time they become adolescent learners. For many, this assumption is…

Purpose: The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method: Data were obtained from 64 African American school-age children between the…

Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. "A," "B") often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school…

This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills…

The purpose of this article is to describe passage effects on "Dynamic Indicators of Basic Early Literacy Skills--Next Edition Oral Reading Fluency" ("DIBELS Next ORF") progress-monitoring measures for Grades 1 through 6. Approximately 572 students per grade (total "N" with at least one data point = 3,092) read all…

It might be assumed that teachers' content and pedagogical content knowledge affect student learning. However, most studies do not include observations of actual classroom instruction. This study provides empirical evidence that illustrates the significance of a teacher's content knowledge; a teacher's pedagogical content knowledge; instructional…

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers' time allocation in cognitive--academic language proficiency (CALP) and (b) Spanish-speaking English language learners' (ELLs) CALP development from the second to…

Educators confront a difficult challenge of quickly and efficiently identifying students with literacy skill deficits in academically diverse career and technical education classes. A statistical examination of oral reading fluency (ORF) of 296 at-risk students participating in Job Corps tests the hypothesis that a 2-minute, two-dimensional ORF…

Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of…