Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 9 |
Descriptor
| Listening Comprehension | 12 |
| Reading Skills | 12 |
| Phoneme Grapheme… | 8 |
| Phonemes | 6 |
| Reading Comprehension | 6 |
| Grade 2 | 5 |
| Reading Instruction | 5 |
| Foreign Countries | 4 |
| Grade 1 | 4 |
| Reading Difficulties | 4 |
| Vocabulary | 4 |
| More ▼ | |
Source
Author
| Alonzo, Julie | 1 |
| Bourne, Roger J. | 1 |
| Burgos, Giovani | 1 |
| Cardenas-Hagan, Elsa | 1 |
| Cheung, Him | 1 |
| Doolittle, Martha | 1 |
| Dubeck, Margaret M. | 1 |
| Dunn, Kristy | 1 |
| Feehan, Kathryn | 1 |
| Georgiou, George | 1 |
| Hutchins, Shaun | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 9 |
| Journal Articles | 8 |
| Numerical/Quantitative Data | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 9 |
| Early Childhood Education | 5 |
| Grade 2 | 5 |
| Primary Education | 5 |
| Grade 1 | 3 |
| Grade 3 | 3 |
| Grade 4 | 3 |
| Grade 5 | 2 |
| High Schools | 2 |
| Kindergarten | 2 |
| Adult Education | 1 |
| More ▼ | |
Audience
Location
| Australia | 1 |
| Canada | 1 |
| New Zealand | 1 |
| Nigeria | 1 |
| Texas | 1 |
| Texas (Austin) | 1 |
| Uganda | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 1 |
| Wide Range Achievement Test | 1 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Munoz Language Survey | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMoussa, Wael; Koester, Emily – Reading Research Quarterly, 2022
Research has indicated that reading aloud to young students can enhance their foundational reading skills and their reading motivation, but such research has been lacking in African contexts. In this study, we assessed the efficacy of story read-aloud lessons in improving students' foundational reading skills in Nigeria. The experiment took place…
Descriptors: Story Reading, Oral Reading, Reading Aloud to Others, Reading Instruction
Download full textDubeck, Margaret M.; Stern, Jonathan M. B.; Nabacwa, Rehemah – RTI International, 2021
The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in…
Descriptors: Foreign Countries, Reading Tests, Low Income Groups, Language Usage
Doolittle, Martha; Hutchins, Shaun – Online Submission, 2018
This report summarizes Fall 2017 Texas Kindergarten Early Assessment (TX-KEA) results for Austin Independent School District (AISD) kindergarten students, examining those with or without prior AISD prekindergarten experience. Test domains summarized in the report include vocabulary, listening comprehension, blending, letter names, letter sounds,…
Descriptors: School Districts, Kindergarten, School Readiness, Screening Tests
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina; Dunn, Kristy; Burgos, Giovani – Scientific Studies of Reading, 2020
We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small…
Descriptors: Grade 2, Elementary School Students, At Risk Students, Teaching Methods
Sparks, Richard; Patton, Jon; Luebbers, Julie – Hispania, 2018
The Simple View of Reading (SVR) model posits that reading is the product of word decoding and language comprehension and that oral language (listening) comprehension is the best predictor of reading comprehension once word-decoding skill has been established. The SVR model also proposes that there are good readers and three types of poor…
Descriptors: Decoding (Reading), Reading Processes, Listening Comprehension, Oral Language
Shamir, Haya; Yoder, Erik; Pocklington, David; Feehan, Kathryn – Journal of Educational Multimedia and Hypermedia, 2018
This study investigates the impact of using an adaptive computer-assisted instruction (CAI) program in early childhood education. The Waterford Early Reading Program (ERP) is a CAI program that was assigned to kindergarten and first grade students in a school district in Texas for the 2015-2016 school year. The Texas Primary Reading Inventory…
Descriptors: Computer Assisted Instruction, Early Childhood Education, Reading Programs, Kindergarten
Johnston, Timothy C.; Kirby, John R. – Reading and Writing: An Interdisciplinary Journal, 2006
The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension, after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough, P.B. & Tunmer, W.E. (1986). "Remedial and Special Education 7," 6-10]), and…
Descriptors: Decoding (Reading), Evaluation Methods, Grade 3, Grade 4
Pollard-Durodola, Sharolyn D.; Mathes, Patricia G.; Vaughn, Sharon; Cardenas-Hagan, Elsa; Linan-Thompson, Sylvia – Topics in Language Disorders, 2006
Components of first-grade intervention programs that addressed oral language and listening comprehension instruction within an intensive literacy intervention for native Spanish-speaking students struggling with reading difficulties are described. Findings for the intervention are based on 4 large-scale experimental studies (published elsewhere)…
Descriptors: English (Second Language), Second Language Learning, Grade 1, Reading Difficulties
Bourne, Roger J.; Whiting, Paul R. – Australian Journal of Educational & Developmental Psychology, 2004
Although research has established that phonological awareness is a predictor of future reading skill, the effects of variant vs. contiguous presentations of grapheme-phoneme correspondences as part of a teaching program have not been examined. A variant presentation is one in which there is a mismatch between the letter and sound or sound and…
Descriptors: Phoneme Grapheme Correspondence, Spelling, Intervention, Phonological Awareness
Cheung, Him – Language and Cognitive Processes, 2007
Previous studies have shown that phonological awareness correlates with children's reading aloud and also adults' literacy experience. More recent research has further suggested that phonological awareness is associated with the processing of spoken language, which is a correlate of reading comprehension. In this paper, I argue that phonological…
Descriptors: Reading Skills, Speech, Reading Comprehension, Oral Language
Stansfield, Charles – 1976
The testing of non-English dominant children cannot be achieved through written examinations that demand reading proficiency and that fail to ascertain the strengths or weaknesses of individual performance. Nor can an oral proficiency test, involving a lengthy tension-inducing interview and relatively inconclusive scoring, provide the information…
Descriptors: Communicative Competence (Languages), Diagnostic Tests, Elementary Secondary Education, English (Second Language)
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report presents an overview of a reading assessment used by a large school district in the Pacific Northwest. It provides sufficient background information to enable those unfamiliar with the assessment to understand the various subtests that comprise it as well as its development and application in the district for making…
Descriptors: Reading Tests, Educational Assessment, School Districts, Item Response Theory
