This study aimed to assess the effectiveness of the Heggerty Bridge to Reading program for first-grade students compared to a business-as-usual reading program by employing a mixed-methods approach encompassing a matched quasi-experimental design, teacher surveys, and interviews. In light of the learning disruptions caused by the COVID-19…

Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement.…

Future Forward is an early primary literacy program that pairs one-on-one tutoring with family engagement. Future Forward's approach is informed by both systems theory and a school-family-community partnership model. Future Forward understands that schools are not solely responsible for developing student literacy. Instead of viewing families and…

Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor…

Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading…