Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students' achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams…

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.…

Stuttering is a disorder that affects about 1% of the population and manifests as speech disfluencies. Reading difficulties and disabilities are commonly found in this population. Nonetheless, speech disfluencies have not been explored in adult struggling readers (ASRs). In the current study, we examined the rate of stuttering in ASRs as well as…

Summer is a critical time for students with or at-risk for reading difficulties. This study examines the added benefit of a one-on-one intensive reading intervention presented during a school-based summer literacy program targeting first through fifth-grade students' foundational reading skills. The individually administered, UFLI-Intensive…

Does reading a lot lead to better reading skills, or does reading a lot follow from high initial reading skills? The authors present a longitudinal study of how much children choose to read and how well they decode and comprehend texts. This is the first study to examine the codevelopment of print exposure with both fluency and comprehension…

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a…

Background: Precocious readers (PRs) are children who read and comprehend fluently in their native language, without receiving formal instruction. This study examined Hebrew-speaking PRs in comparison with a group of age-matched peers and a group of reading-level-matched peers. By examining Hebrew, which is a transparent orthography when it has…

The ultimate goal of reading is to comprehend written text, and this goal can only be attained if the reader can decode written words and understand their meanings. The science of reading has provided compelling evidence for the subskills that form the foundation of decoding. Decoding words requires understanding of the alphabetic principle and…

In this longitudinal study, we examined what kind of profiles of reading fluency and spelling skills could be identified among pupils (N = 467) and how stable these profiles were during the first three years of school. We also investigated how monolingual (Swedish) and simultaneously bilingual (Finnish-Swedish) pupils and gender were distributed…

Third-grade reading proficiency predicts later reading achievement and high school graduation, yet third-graders from historically marginalized groups experience differential learning opportunities and sometimes perform poorly in reading. Similar to the effects of summer learning loss, lost instructional opportunities due to COVID-19 have…

This article begins by defining the construct of reading fluency, and then traces the roots of reading fluency instruction back to the nineteenth century including the common classification of text difficulty as offered by Emmett Betts (1943). The article then reviews selected aspects of the research supporting reading fluency instruction. Many…

This paper is a systematic replication of a previous study performed by Alber-Morgan et al. (2007) to examine the effects of repeated reading with systematic error correction (SEC) procedures to increase the reading fluency and comprehension skills of three elementary students with mild intellectual disability and other comorbid disorders. A…

Education has faced unprecedented disruption during the COVID pandemic. Understanding how students have adapted as we have entered a different phase of the pandemic and some communities have returned to more typical schooling will inform a suite of policy interventions and subsequent research. We use data from an oral reading fluency (ORF)…

This descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)-- funded programs and key child outcomes. The key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic…

This study was part of a larger longitudinal study in which we focused on measuring reading acquisition and observing the impact of SES, curriculum and gender on reading subtest scores. In Part 1 of our study (in review), we reported on findings for students in Grade 1. For Part 2 of our study, we report on our findings for students in Grades 3…