Audio-assisted Repeated Reading (RR) is a method which scaffolds L2 readers to build fluency. This study focused on 27 U.S. college-level learners of Japanese comprising three ability groups from mid-beginner to low-intermediate. It aimed to explore whether a modest semester-long RR program facilitates learners' fluency growth, and see how the…

Background: According to the Progress in International Reading Literacy Study (PIRLS, 2006 with 87%, 2011 with 82%, 2016 with 78%, 2021 with 81%), an international reading comprehension assessment conducted at the Grade 4 level, South African learners perform very poorly in reading comprehension, even when reading in their African home languages.…

Although there is a large body of research on effective early reading instructional practices, schools continue to implement instruction and intervention that is not aligned to the science. Over the past 25 years, a Multi-Tiered System of Supports (MTSS) framework has emerged as a leading framework for advancing the reading skill development of…

A grassroots movement of parents who fear that their children's reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing…

The demand for confident reading teachers is greater than ever before. To guarantee successful reading instruction, teachers across the nation are being trained in the science of reading, which focuses on explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Large reading initiatives are tirelessly working on…

Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to…

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention…

Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A…

This qualitative study surfaced beliefs around reading instruction and reading development at the onset of an elementary literacy methods course. Prior understandings and knowledge around reading instruction and reading acquisition emerge through various experiences and have the potential to contradict notions presented by teacher educators. This…

In education research, statistical significance and effect size are 2 sides of 1 coin; they complement each other but they do not substitute for each other. This descriptive study, however, was limited to effect size only because years of experience with Idaho statewide student samples of up to 24,000 the rare outcomes has been t-tests with…

Background: Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait -- paired synchronous oral reading between a higher-level tutor and a lower-level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical…

Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate…

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized…

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…

Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant-vowel-consonant (CVC) word reading fluency. Participants were two third-grade students and…