Research has established a strong relationship between silent reading comprehension and prosodic reading fluency among young readers, but much remains unknown about this relationship among older readers (Breen, Kaswer, Van Dyke, Krivokapic, & Landi, 2016; Cypert & Petro, 2019). The goal of this study was to determine the impact of prosodic…

Automaticity in word recognition has been hypothesized to be important in reading development (LaBerge & Samuels, 1974; Perfetti, 1985). However, when predicting educational outcomes, it is difficult to isolate the influence of automatic word recognition from factors such as processing speed or knowledge of grapheme-phoneme correspondences.…

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of…

This article examines the effects of a reading fluency intervention on the fluency and comprehension of struggling middle school readers. The secondary fluency routine was developed by the first author, and was based on effective practices described in other studies. Thirty-nine seventh and eighth grade students enrolled in reading intervention…

Over a 12-week period, the researchers implemented explicit and systematic reading instruction using grade-level fiction to evaluate the effects on the oral reading fluency and comprehension of seventh and eighth grade urban students at risk of academic failure. Ten students in the experimental group were provided systematic instruction consisting…

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined…

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we…

This study sought to better understand the prevalence of concurrent and specific difficulties in reading fluency and vocabulary among adolescents with low reading comprehension. Latent class analysis (LCA) was used to identify a sample of 180 students in sixth through eighth grades with reading comprehension difficulties. A subsequent LCA…

Although literacy achievement has improved in Chile, adolescents' underperformance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that…

In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…

The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to…