This study examined incremental change for several reading component skills while adolescents were actively learning a word-level intervention and measured pre-/postintervention change in skills. Six ninth graders in two different classes participated during the 2019-2020 academic year. Primary analysis was based on an A-B single-case design…

This qualitative reader profile study explored how Retrospective Miscue Analysis (RMA), by Y.M. Goodman and Marek (1996), broadens the reading process and perceptions about the reading process, how RMA impacts a child's perception of him/herself as a reader, how RMA influences a child's definition of reading and the shifts in reading strategies as…

Research has shown that fewer studies have focused on improving the reading abilities of middle school Black girls (Morris, 2007). As BGRDs progress through K-12 grades, they increasingly rely on basic and advanced reading skills (i.e., oral reading fluency [ORF] and comprehension) to learn. Providing BGRDs with engaging reading passages that are…

This study measured the effectiveness of Readable English, a reading fluency and comprehension program, on underperforming sixth, seventh, and eighth grade rural, American English-speaking students over the course of one school year. Students were randomly assigned to either the intervention condition (n = 167) or the typical practice condition (n…

Montessori instructional approach closely aligns with The Science of Reading. Standardized test scores and student background data from statewide data sets were reviewed to produce empirical evidence that students instructed in reading in schools using Montessori methods and curriculum achieve results significantly higher than the state average…

Research regarding the role of reading fluency for middle school-aged students with disabilities is limited, particularly for students with attention deficit hyperactivity disorder (ADHD). This study compares the roles--repeated silent reading (RSR), oral reading (OR), and repeated oral reading (ROR)--on grade-level comprehension for students…

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students' oral reading fluency (ORF). The single subject experimental design (SSED) involved five students who participated in a 12-week study where CARR intervention was carried out twice a week.…

The current study was conducted to measure the effectiveness of a repeated reading intervention for secondary level students identified with a specific learning disability. Although previous research suggests that repeated reading is an effective intervention to build oral reading fluency for students identified with disabilities, there is little…

Oral reading fluency has been established in previous literature as a key component in becoming an effective reader. Repeated reading (RR) and listening passage preview (LPP) are both oral reading fluency interventions well-supported in the research literature, however, most of this study explores their use with elementary-aged children, with only…

This article examines the effects of a reading fluency intervention on the fluency and comprehension of struggling middle school readers. The secondary fluency routine was developed by the first author, and was based on effective practices described in other studies. Thirty-nine seventh and eighth grade students enrolled in reading intervention…

Over a 12-week period, the researchers implemented explicit and systematic reading instruction using grade-level fiction to evaluate the effects on the oral reading fluency and comprehension of seventh and eighth grade urban students at risk of academic failure. Ten students in the experimental group were provided systematic instruction consisting…

This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A-B-A-B withdrawal design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on…

This article explores all the actions and opportunities school librarians take to reinforce reading instruction and reinforce learners' growing reading skills. It also details ways to enhance reading instruction through technology and makerspaces.

This study examined whether the pedagogical use of Spaceteam ESL (English as a Second Language), a digital "shouting" game, could contribute to the development of Oral Reading Fluency (ORF) among 71 English students in secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre- and…

Students who are visually impaired may face unique literacy challenges as they learn to read and write braille. One such challenge relates to slower reading speeds for students who read braille as compared to those who read print. In addition to learning letters, sounds, grammar, and spelling, braille readers must learn contractions and…