This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…

This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those…

The complex intersection of interest, reading goals, and competence was investigated through qualitative analysis of the cross-domain reading of three middle-school highly gifted readers. Students completed knowledge pretests and domain interest assessments, thought aloud while reading college-level reading and history passages, and completed…

Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement…

This article is excerpted from "Giving Our Children a Fighting Chance: Poverty, Literacy, and the Development of Information Capital" by Susan B. Neuman and Donna C. Celano. Based on 21 studies conducted over 10 years in two neighborhoods, it offers a new lens on the achievement gap--and the need for both school and community solutions. The…

The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found…

A 7-month study of 178 students in grades 1-4 at two Blue Ribbon schools compared two daily 20-minute treatments. Eighty-eight students used the 2000-2001 version of Project LISTEN's Reading Tutor (www.cs.cmu.edu/~listen) in 10-computer labs, averaging 19 hours over the course of the year. The Reading Tutor served as a computerized implementation…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

This study investigated the relationship between improvement in students' timing/rhythmicity and reading achievement. Two hundred eighty high school-age participants completed pre- and post-test measures from the Woodcock-Johnson Tests of Achievement-III (Woodcock, McGrew, & Mather, 2001). Students in the experimental group participated in a…

The development of language skills, reading and writing, is very important for hearing impaired students. However, there is no evident about the current language proficiency of Thai hearing impaired students. Therefore, the purposes of this research were to compare the language achievement of Thai hearing impaired students with the national…

At a time of persistent unemployment, especially among the less skilled, many wonder whether American schools are adequately preparing students for the 21st-century global economy. Despite high unemployment rates, firms are experiencing shortages of educated workers, outsourcing professional-level work to workers abroad, and competing for the…

The study examined how cognitive and motivational factors predicted reading skill and whether intrinsic reading motivation would explain significantly more variance in low ability readers' reading performance. One hundred and eleven children (aged 9-11) completed assessments of reading comprehension skill, verbal IQ, decoding skill and intrinsic…

This study focused on an intelligent robot which was viewed as a language teaching/learning tool to improve children's reading ability, reading interest, and learning behavior. The iRobiQ, with its multimedia contents, was employed to encourage children to read, speak, and answer questions. Fifty-seven pre-kindergarteners participated in this…

How proficiency in reading the first language (L1) influences proficiency in reading in the second language (L2) was explored in this study. Reading scores in Mandarin Chinese (L1) and in English (L2) for 30,000 Taiwanese ninth-grade students were randomly selected from all who took the national Basic Competency Test during a 6-year period in…