In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to…

Learning to read begins at home through everyday parent-child interactions, long before children attend school. Parents' continuing support of literacy development throughout elementary school positively affects their children's reading ability. Many recent efforts to motivate parents to be involved in their child's literacy development involve…

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…

Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups--the base PRIMR…

Examined in this study was instruction in two reading intervention programs, Reading Recovery and Reading Mastery, in the context of a statewide early reading initiative's first year of implementation. Through observations of 15 teachers, investigated in this study was the instructional focus of the intervention lessons and the extent to which…

The purpose of this investigation was to compare instructional effectiveness and efficiency among the use of phonic analysis, incremental rehearsal, and traditional drill and practice word reading techniques during repeated reading lessons. Sixty primary grade children who had difficulty acquiring basic oral reading fluency skills were randomly…

Reports that reading in unison, reading silently, and reading orally to partners were all successful in reducing oral reading errors in primary school students, but that unison and silent reading were more effective at error reduction than was reading orally to partners. (FL)

Summarizes a study in which third-grade students were asked to read a book passage aloud, then recount as much as they could remember. Results show that overemphasizing accuracy of word pronunciation can actually retard comprehension of material by student. (HTH)

Offers an alternative to round-robin oral reading that uses paired, choral, imitative, and mumble reading. (FL)

Describes a 12-week peer tutoring reading program for primary students. Students showed significant reading gains when compared with a control group, but lost these gains when they returned to individual silent reading. Concludes that peer tutoring is an under-utilized but valuable teaching strategy. (Author/LS)

A practicum addressed the high percentage of students lacking oral reading fluency in a primary resource class. The project used two basic strategies for increased oral reading fluency: repeated reading and paired reading. To measure the success of this project, the Brigance Oral Reading subtest was administered to 17 first, second, and third…

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)

Describes how one teacher has her first grade students read aloud to stuffed animals, which serve as silent partners. Discusses the benefits of reading aloud to others. (MG)