Knowledge supports all aspects of reading including decoding, fluency, and comprehension (Cervetti & Hiebert, 2015; Cervetti & Wright, 2020; Duke & Cartwright, 2021; Kintsch, 1988, 1988; McNamara & Kintsch, 1996; Priebe et al., 2012). Early knowledge predicts reading growth, and science knowledge and reading have a mutually…

Due to barriers to kindergarten readiness, many kindergarten students do not enter kindergarten with the prerequisite skills needed for reading. A number of students do not leave kindergarten with adequate reading skills needed for future success. As a result, students are ill-prepared for first grade and are at risk for future reading failure.…

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…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

Information text can be utilized to enhance both reading and science instruction in the kindergarten classroom. These books bring abstract concepts to life for young learners, and can serve as the focal point for numerous topics of study. Although many teachers incorporate information books into their teaching, it is important that teachers…

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected…

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…

In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. "Frequency" refers to the number of shared reading sessions conducted each week as measured by teachers' written reading…

Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the "Reading in…

In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who…

We addressed whether the degree of structure of reading content delivery to the children or degree of professional development support for the teachers was related to kindergarten through second-grade students' 2-year reading growth in high-poverty, low-performing schools. There were four categories of data sources: (a) classroom,…

The purpose of this study was to explore vocabulary acquisition of primary grade children. Specifically, the study used a unique teaching strategy that added physical movement to typical read-aloud sessions with kindergarten and first grade children. Although a review of reading research revealed a plethora of studies, very few studies…

This study was an evaluation of a parent delivered, computer based beginning reading program with a group of 15 Kindergarten and Grade 1 students. Completing the "Funnix" program at home through a CD copy was expected to produce educationally and statistically significant improvements in phonemic awareness, letter-sound fluency, non-word…

Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families. Presented are scientifically based methods and approaches that are being applied in Early Reading First programs around the country. Important topics include promoting oral language…