Students with intellectual disability often have difficulty reading commonly used words. Researchers have found altering printed text from fluent, easy-to-read font, to disfluent, difficult-to-read font can enhance comprehension and recall. An adapted alternating treatments design was used to evaluate and compare sight-word acquisition and…

Reading-while-listening may be especially well suited for young language learners because of the multimodality provided in many graded readers aimed at this age group (ie., the presence of oral and written text and illustrations). This study compares a group of students who were exposed to 18 sessions of reading-while-listening with a group…

Many children with different kinds of learning problems struggle with reading. To help them combat their challenges, easy-to-implement interventions are needed. Reading racetracks have proven to be effective tools to increase sight word fluency in students with disabilities. The purpose of this single-case study was to evaluate this technique, for…

This article describes how secondary teachers might implement readers theater in their classrooms. In addition to reading fluency, this five-day format also explicitly targets reading comprehension and vocabulary. Each day of the week requires students to engage in various activities aimed to develop diverse components of reading as well as…

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the…

Virtual Reading Coach assesses student reading abilities with MindPlay's Universal Screener and automatically develops a unique, differentiated syllabus of instruction and mastery-based activities for every student, thus improving their reading fluency. This report includes its logic model, foundational literature review, and summaries of…

Reading Horizons partnered with LearnPlatform by Instructure to investigate the relationship between teacher implementation of Reading Horizons Discovery (RHD) and student literacy outcomes. The study involved 83 educators and 1,242 students across seven elementary schools in North Carolina during the 2022-23 school year. Researchers used mCLASS…

Fountas and Pinnell (2012) warn that guided reading is not always synonymous with small-group instruction. While it may appear simple, much thought goes into a guided reading lesson. This chapter details the steps for teachers to follow in order to develop more effective guided reading and small group instruction for all students by identifying…

Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

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.…

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…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

The relationship between prosody and comprehension, previously demonstrated in K--12 students, was examined in university students enrolled in first-year writing classes. Students completed the Gray Oral Reading Test-5 both before and after an expressive reading intervention (ER) or no oral reading instruction (NI). Throughout the semester, the ER…

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…

In this study, we examined the impact of a simple explicit-timing intervention on low-achieving third-grade students' ability to read more rapidly and accurately. We implemented an ABAB design with four struggling readers to establish experimental control and to evaluate the effects of the treatment in terms of the target variable. The results…