Reading acquisition is a major focus in schools. For students to be literate in the later grades, it is crucial that foundational skills instruction takes place in the primary grades (K-2). In part, foundational skills needed to become a successful reader include phonological and phonemic awareness (PPA). PPA skills are crucial, and researchers…

This study focused on intervention strategies for struggling kindergarten readers in Christian schools and the strategies' perceived effectiveness. This study examined the reading strategies implemented in Christian schools and their perceived strengths and weaknesses. The history of reading instruction in the United States was covered in a…

Reading comprehension is a very integral element of encouraging lifelong learning amongst kindergarten students. The main objective of this research is to investigate teachers' perspectives on the effectiveness of interactive read-aloud (IRA) in improving reading comprehension skills amongst kindergarten students in Saudi Arabia. The study's…

The focus of this study was to examine the effective instructional practices, philosophies, values, and beliefs of highly effective reading teachers, as evidenced by their students' rate of reading growth over the course of one academic year across all demographic subgroups. Teacher instructional strategies, approaches to tier one and tier two…

Problem Statement: As a result of the COVID-19 pandemic, students were negatively impacted academically and social-emotionally (Kuhfeld et al., 2020). Preexisting academic inequities were exacerbated, especially for students of color, students with disabilities, multilingual learners, and those from low-income backgrounds (Kuhfeld et al., 2022).…

Low-income families face myriad stressors and challenges that often negatively affect students' reading achievement. Although community partners are crucial in supporting K-12 students, there is little research on how different types of community services affect students' reading achievement in Title I schools. The present study aims to assess the…

The development of emergent literacy, a precursor to formal reading, has been linked to subsequent conventional literacy skills in Chinese children. The factors important for acquiring Chinese reading skills, such as phonological and morphological awareness, have primarily been studied in primary school children rather than preschoolers. The…

The WWC practice guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers…

In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. A quasi-experimental design compared 283 treatment students instructed in schools using Core5 with 237 control students…

This paper reviews findings from four research syntheses that report the effects of academic language and/or reading interventions on language and reading outcomes for English learners who have or are at risk for learning difficulties. Studies included in the syntheses varied in research design and addressed multiple areas of reading and language.…

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…

In this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. Thirteen multiple-baseline design experiments that included participation from…

The teaching approach described in this article was originally designed for kindergarten students who are at risk for reading disorders. In a 30-minute session, students practiced attending to and identifying the spelling patterns, pronunciations, and meanings of common morphological suffixes through listening activities, interactive book reading,…

This study investigated the use of computer-aided instruction (CAI) as an intervention for kindergarten students at risk for reading failure. Headsprout Early Reading (Headsprout 2005), a type of CAI, provides internet-based, reading instruction incorporating the critical components of reading instruction cited by the National Reading Panel (NRP…

This study strived to determine the effectiveness of the AR phonics program relative to the effectiveness of the scripted phonics program for developing the letter identification, sound verbalization, and blending abilities of kindergarten students considered at-risk based on state assessments. The researcher was interested in pretest and posttest…