This study explored print-processing and vocabulary differences among a group of 5th- and 6th-grade students who had scored below the 50th percentile on a standardized reading test. Guided by the simple view of reading, we applied cut scores (low/high) to the students' performance on print-processing and vocabulary tasks. The design allowed for…

There are no salient word spaces in Mandarin Chinese. Thus, it is unclear whether word spacing information differentially affects the reading speed of children with and without reading difficulties (RD). In the present study, native Chinese-speaking children of differential reading abilities were tested with Chinese text in un-spaced versus spaced…

Commonly used literacy motivation assessments do not specifically explore literacy motivation in school. These context-general assessments may be problematic for struggling adolescent readers, as qualitative research documents that these adolescents exhibit different levels of cross-context motivation. The present study explores whether an…

This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state…

Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for…

Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…

This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those…

Authentic learning experiences are those in which students engage with texts as well as the behaviors of reading and writing within contexts of real-world use beyond traditional academic use. This study provides quantitative analysis of how students (n = 200) engaged with an adult pen pal in a shared literacy experience. Findings indicate that…

This article reports an analysis of fifth-graders' comprehension strategy use, as it occurred within peer-led literature discussion groups, and the influence of such strategy use on students' post-discussion gains in story comprehension. Data collection occurred across nine weeks. Data sources included transcripts of discussions, transcripts of…

The Texas Assessment of Academic Skills (TAAS) test was the major source of data for the Texas educational accountability system from 1994 through 2002. Contrary to critics who claim that TAAS data are invalid and unreliable measures of student performance, structural equation analyses of TAAS reading data based on the 1994 Texas third grade…

This study examined the relationships of 3 levels of reading fluency--the individual word, the syntactic unit, and the whole passage--to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading…

Investigates relationships between syntactic awareness and reading proficiency. Fourth- and fifth-grade children of varying decoding ability differed in syntactic awareness according to their ability to correct grammatically deviant sentences in an oral language task. Significant correlations were observed between task results and measures of…

The purpose of this study was to examine the alternate-form reliability, criterion validity, and sensitivity of progress-monitoring measures in reading for secondary-level English Learners (ELs). Twenty-five ELs in an urban high school were administered two types of Curriculum-Based Measures (CBM) once every 3 weeks for 13 weeks. Measures included…

A longitudinal study of growth in reading ability employed two new indicators of print exposure that use a checklist-with-foils logic and that have very brief administration times. Subjects, 52 boys and 46 girls from 4 different fourth- and fifth-grade classes in a religiously-affiliated private school, completed the Title Recognition Test (TRT)…