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…

Researchers have argued that writing skills have significant implications for developing reading skills. A growing body of research has provided evidence that writing skills, in particular invented spelling, provide unique predictive information regarding future reading skills. This study examined which preschool early writing skills (i.e., name…

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…

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…

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…

Background: Afterschool programs (ASPs) in the United States have been implemented in low income neighborhoods to enable at-risk youth to access educational support services to increase academic skills. However, mixed findings about the ASPs positively affecting academic performance suggests a need for additional evaluative studies. Objective: The…

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,…

Research shows that peer interaction supports learners in understanding and applying new vocabulary, developing reading skills, and improving reading comprehension. Teachers play a vital role in supporting peer learning, yet we know little about teachers' perspectives on the value of peer learning. This study explores the processes through which…

Teachers know that establishing a robust independent reading program takes more than giving kids a little quiet time after lunch. But how do they set up a program that will maximize their students' gains? Teachers have to know their students' reading levels inside and out, help them find just-right books, and continue to guide them during…

Given the importance of federal legislation in combating educational inequities, particularly those in reading development, the identification of specific school-based variables that contribute to reading proficiency for struggling readers is paramount. While federal education policy, such as the No Child Left Behind (NCLB) Act of 2001 (2002)…

As the number of schools changing from part- to full-day kindergarten programs increases, state and local education agencies need empirically-based evidence on ways that schools and teachers can best structure the additional instructional time of full-day programs to improve children's early reading skills. This brief uses nationally…

Despite the fact that two of every three students in U.S. schools have reading proficiencies below the level needed to adequately do grade-level work, schools don't make a point of offering either high-quality professional development for kindergarten teachers nor expert tutorial instruction for at-risk kindergartners. This means that most schools…

This study investigated the effects of dialogic parent-child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre-tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of…

In this study we investigated reading development from kindergarten to third grade for 1,913 economically disadvantaged children from the Early Childhood Longitudinal Study-Kindergarten Cohort. Characteristics of the child, the family, classroom instruction, and school composition were used to model influences from multiple levels of children's…

The purpose of this study was to document teachers' use of and student responses to a set of early literacy texts designed as a school-home literacy project. Participants in this study were 23 children from six urban kindergarten classrooms and their kindergarten teachers; 11 with high letter identification at entry (HLID) and 12 with low letter…