Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading…

The Common Core set a standard for all children to read increasingly complex texts throughout schooling. The purpose of the present study was to explore text characteristics specifically in relation to early-grades text complexity. Three hundred fifty primary-grades texts were selected and digitized. Twenty-two text characteristics were identified…

This study examines the effect of expectation (children's judgments as to the probable actor within a given sentence) upon comprehension of passive sentences, the relationship of syntactic comprehension to the paradigmatic-syntagmatic shift in word associations, and the effect of sex on each. Forty first-graders and 40 kindergarteners were blocked…

This study investigated whether the number of oral reading miscues differs for reflective and impulsive children, whether the proportion of miscues that are semantically appropriate, syntactically appropriate, or graphically similar differ for the two groups, and whether the two groups differ in their self-correction behavior as it relates to…