Objective: The purpose of this study was to carry out a systematic review of literature of effective reading intervention for students with -- intellectual disabilities (ID), intellectual and developmental disabilities (IDD), and multiple disabilities (MD). Findings and recommendations for future research are discussed. Background and rationale:…

Purpose: This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those…

In this study, it is aimed to compare the early literacy skills of children with cochlear implants with 60-72 months of preschool and/or special education to the results of children with normal hearing. For this purpose, the following questions were sought. In this study, "Demographic Form" containing the general information of volunteer…

Previous research has established that learning to read improves children's performance on reading-related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy…

This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability…

Understanding how to address current trends and issues in literacy education is more important than ever, as local, state, national and international agendas are increasingly recognizing literacy as a foundation for success in all disciplines in education. To bridge that gap in understanding, this book showcases hot topics in literacy, providing…

Purpose: Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are Dual…

Spelling is influenced by implicit cues, but less is known about variability in this reliance. We assessed whether the influence of three implicit cues on Dutch past tense spelling was moderated by grade, literacy, and format. An Auditory infinitive, Written infinitive, and Picture+cloze format was completed by 68 third-graders and 47…

This report examines the beginning-of-year (BOY) 2018-2019 performance of English learner students (ELs) who attended Austin Independent School District's (AISD) summer school in June 2018. Summer school ELs' performance on Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to the performance of…

This study addressed two areas of inquiry: 1) the influence of enlisting three underlying cognitive learning processes (CLPs) in alphabet learning, and 2) order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist Paired Associate Learning (PAL) only, PAL plus Orthographic Learning (OL), or PAL plus…

Researchers report that early intervention can reduce and eliminate reading difficulties for early readers. What Works Clearinghouse evaluated several phonological awareness interventions, but only one had positive effects on alphabetics and one had potentially positive effects on phonological processing and alphabetics. Additionally, the most…

The automatic letter-sound integration hypothesis proposes that the decoding difficulties seen in dyslexia arise from a specific deficit in establishing automatic letter-sound associations. We report the findings of 2 studies in which we used a priming task to assess automatic letter-sound integration. In Study 1, children between 5 and 7 years of…

Early literacy skills are essential to later reading success, yet minimal empirical understanding exists about preparing students with autism spectrum disorder (ASD) to read. Since 1 in 59 children are currently diagnosed with ASD, understanding how to teach reading to this population in critical. Decoding is necessary for successful reading, per…

This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated…

English language learners (ELLs) are the fastest growing population of students in U.S. schools, and, unfortunately often experience lower levels of reading and spelling achievement than native English-speaking students. There is growing evidence showing that early reading interventions, which have been effective with native English-speakers, can…