Teachers must devote significant time to making the instructional decisions necessary to effectively plan and prepare small group lessons. Although small group instruction has attracted the attention of researchers, there is a lack of understanding in the effective implementation of reading interventions to support struggling readers. The purpose…

The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group…

Purpose: Morphological awareness refers to the ability to consider and manipulate consciously the smallest units of meaning in language. In previous studies investigating students' morphological awareness, no consistent task has been used to measure this skill across grade levels and comparisons among studies have been based on tasks, which…

Reading challenges are still evident for more than 90 million adults in the United States who are functioning at the lowest levels of literacy (United States Department of Education, 2004). Leveled Literacy Intervention (LLI) is one program designed to address these educational needs. The purpose of this quantitative study was to investigate the…

Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national…

The need for improved reading levels of students in elementary school is consistently documented in the literature. As a partial solution, some authors posit that students who participate in literacy instruction in a classroom with gifted students may achieve higher advancement in reading ability. Guided by theories of social learning and…

This qualitative case study explored the use of sheltered instruction observation protocol (SIOP) instructional practices to promote the language development and learning of elementary English language learners (ELLs) in an immersion setting in 1st and 2nd grades. The SIOP model was developed for middle school ELLs, and there is scant information…

To determine the effect of oral responses on cloze test, particularly at the primary grade level and with students of below average reading ability, was the purpose of this study. A total of 135 students from second, fourth, and sixth grades were included in the study. At each grade level the students were divided into above-average, average, and…

Subjects within one reading level only were included in this study to determine reflective and impulsive subject groups on the basis of Matching Familiar Figures (MFF) test time and error scores within that reading level rather than over all levels, to use the same reading test passages for all subjects, and then to apply statistical tests of…

This study investigated the reading comprehension of good and poor readers in the second grade on reading passages with and without illustration. Eighty subjects were selected from children attending the second grade in the public schools of a midwestern city of approximately 200,000. For the purposes of this study children scoring within the top…

The purpose of this study was to determine the relationship between word recognition and comprehension achieved by second and fifth grade students when reading material at various levels of readability. A random sample of twenty-five second and twenty-five fifth graders, taken from three middle class schools, was administered a…

This study was concerned with the development of a program for teaching high speed word recognition through training in more sophisticated decoding strategies. The method reported focused on training the student to use minimal visual information while making maximum use of contextual cues in word recognition. The emphasis was on directing…

This study was designed to determine the relationship of selected readiness variables to achievement in reading at the second grade level. The readiness variables were environment, mathematics, letters and sounds, aural comprehension, visual perception, auditory perception, vocabulary and concepts, word meaning, listening, matching, alphabet,…

Both associative and conceptual learning are presumed to be of importance in reading at all developmental levels. However, it is hypothesized in the present study that there is a stronger relationship between beginning reading and associative learning than between beginning reading and conceptual learning. Conversely, it is hypothesized that there…

The major question of this study was that if the Wechsler Intelligence Scale for Children (WISC) Performance Scale was treated as the criterion variable, what other tests would give the classroom teacher similar sets of reading expectancy estimates for the identification of three categories of reader performance: disabled reader, probable disabled…