The Read to be Ready campaign emerged from the startling reality of Tennessee's reading achievement data. Only one-third of Tennessee fourth graders scored proficient in the last administration of National Assessment of Education Progress (NAEP) in 2015. Equally concerning, students who fell behind in the early years almost never caught up in…

We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…

This manual contains typed texts for each level of the Summative Booklist for Narrative Texts. The 38 typed texts are included for use with running records and oral reading strategies analysis. Each form and/or procedure is accompanied by specific explanations, directions, and where appropriate, examples to guide usage. The manual is intended to…

These official primary trait scoring guide presents details of the 6-point scoring system used in third-grade Oregon schools to evaluate students' performance in oral reading fluency and in comprehension (as measured through retelling). The oral reading fluency benchmark portion of the scoring guide is broken down into phrasing, flow, and pace…

This study's purpose was to determine if the amount of time spent reading independently at home and at school correlated with oral reading fluency and comprehension. Fifteen heterogeneously grouped second graders logged the amount of minutes they read independently over a 12-week period. The students were pre- and post-tested using the Woodcock…

Reports the findings of an experiment designed to assess the effects of parental involvement in the teaching of reading to young children, specifically the effects of hearing oral reading at home. The method of the study is described in detail. Five tables and a reference list are included. (JL)

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Findings from this study suggest that by the end of the first grade, children taught using "meaning emphasis" curricula shift towards increased use of graphic information when confronted with reading material in which words are harder to identify. (HOD)

A study examined the effects of teacher feedback on the oral reading performance of nine low-ability second grade readers. Subjects were randomly assigned to one of three treatment sequence conditions. A single-subject format was incorporated by using a Latin Square design for presenting the three treatment conditions--graphophonemic immediate,…

LINGUISTIC INSIGHTS AND METHODS WERE APPLIED TO READING. SIX HYPOTHESES WERE TESTED--(1) THAT EARLY READERS RECOGNIZE WORDS IN CONTEXT WHICH THEY CANNOT RECOGNIZE IN LISTS, (2) THAT THE ABILITY TO READ WITH NATURAL INTONATION IS RELATED TO COMPREHENSION, (3) THAT REGRESSIONS IN READING ARE LARGELY FOR THE PURPOSE OF IMPROVING COMPREHENSION, (4)…

Presents results of a study comparing self-correction rates among good and poor readers in a reading level design that controlled text difficulty. Reports no significant differences between the groups when reading identical passages at equivalent error rates. Concludes that self-correction rates correlate with reading accuracy but not…

This study assessed the influence of reading ability and difficulty of material on types of oral reading errors made by 42 second-grade children. Overall, types of errors changed as the material became more difficult. The interactions between reading ability and difficulty level were also significant. (Author/BS)

Reviews research on the impulsivity-reflectivity dimension of cognitive style and its influence on beginning reading instruction, reading achievement, reading readiness, and oral reading. (Author/RB)

Teachers' verbal behaviors following oral-reading errors of primary-grade children were contrasted for high- and low-ability readers. Teachers were more likely to interrupt poor readers who erred than good readers. The types of interruptions also differed as a function of reading ability level. (Author/GDC)