The present study aims to examine the effects of a combination of academic and behavioral supports on students with emotional/behavioral disorders (EBD) who are also struggling readers. A multiple baseline across participants single case design was used to measure the impact of an evidence-based systematic phonics program, in combination with…

Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited…

Many students struggle to read multisyllable words (Burns et al., 2017). These students may benefit from additional support to move from the full-alphabetic phase to the consolidated-alphabetic phase of reading acquisition to proficiently read multisyllable words (Bhattacharya & Ehri, 2004). There is limited research on advanced phonics…

The purpose of the Teacher Prep Review is to guarantee teachers have expertise in reading instruction (as well as other essential areas NCTQ assesses) before being trusted to teach children to read. By regularly reviewing the reading coursework provided by nearly 700 elementary teacher preparation programs, the National Council on Teacher Quality…

The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…

The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…

Teachers in England and South Australia annually administer the Phonics Screening Check (PSC) to Year 1 students, with the purpose of identifying struggling readers. Students who do not meet the score threshold have not met the expected standard of word-decoding ability, meaning further support may be warranted. We sought to quantify the extent to…

Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…

This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the…

Due to their unique brain profile, children with dyslexia struggle with acquiring basic literacy skills. Even after basic reading skills have been learned students with dyslexia may still struggle greatly with generalizing their skills to new contexts. Researchers have found that 75 percent of children identified with reading problems in third…

As reading is vital to success in life and opens the door to nearly all other learning opportunities, it is essential that educators understand why students with learning how to read. Therefore, it is key for both professionals and researchers to establish their own approaches to assist those with reading difficulties. "Developing Effective…

This authoritative text and PreK-12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with…

This article offers instructional suggestions and strategies based on research and theoretical literature for developing reading fluency through the use of rhyming poetry and other texts beyond the narrative and informational texts that have been traditionally used for reading instruction. Readers' lack of fluency in reading can be a monumental…

Learning to read is difficult and does not happen naturally. It requires explicit and systematic instruction, which is especially important for struggling readers. Learning to read involves many different skills that must be taught to your child. Instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension will help your…

The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge…