Purpose: This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1. Method: The language and early literacy skills of 229 children (Mage = 6.79, SD = 0.47) were tested at the end of kindergarten (vocabulary,…

This research examines the effects of a computer reading program as a supplement to classroom instruction for Kindergarten students across Study 1 and Study 2 (N = 55 and 88, respectively). Students attended schools in suburban settings and all students received their typical balanced literacy programming. Students in the treatment condition used…

The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational…

For students to be able to read with greater fluency and comprehension, they must first develop their understanding of morphology, the knowledge of meaningful word parts in the language. To develop this understanding, students must learn the following: letter patterns and word parts, the relation of sounds to letters, and high-frequency word…

Reading fluency has been acknowledged as a key component in the process of learning to read. As students enter kindergarten, many of them do not have the early or emergent literacy skills they need in order to become fluent readers. Kindergarten students in a Midwest suburban elementary school were studied focusing on their development of reading…

Reading connected text--that is, multiple sentences related to each other-- requires greater skill than reading isolated words. To read and understand connected text, students must quickly recognize words, integrate what they are reading with their background knowledge, and monitor their comprehension. This document provides a summary of…

The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…

Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and…

Many out-of-school time (OST) sites are incorporating literacy time in their programming to capitalize on the benefits associated with literacy instruction. Afterschool is a perfect opportunity to foster a love of reading in children. Expanded learning in afterschool programs can make a difference in both short-term and long-term academic…

We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children's language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom…

Although several studies have examined the role of home literacy environment (HLE) in learning to read in Western societies, little is known about the role of HLE in Chinese reading. In addition, the few studies in Chinese have not tested the possible effects of HLE on reading comprehension. Thus, the purpose of this study was to examine the…

"Literacy Strong All Year Long: Powerful Lessons for Grades K-2" equips educators of young children with engaging lessons that motivate students and help them develop the solid foundation of literacy skills essential to learning. Thoughtfully designed lessons linked to specific literacy standards create a seamless flow of learning…

The purpose of this study was to examine the impact of using guided reading instruction to increase overall reading achievement in elementary students over the course of three months. Twenty Kindergarten students with varying reading achievement from a Title I school in Georgia were examined in the study. Students were divided into five groups…

Within a developmental framework, this study compared the predictive validity of three DIBELS tasks (phoneme segmentation fluency [PSF], nonsense word fluency [NWF], and oral reading fluency [ORF]) with that of three alternative tasks drawn from the field of reading (phonemic spelling [phSPEL], word recognition-timed [WR-t], and graded passage…

This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four…