This qualitative study explored the perspectives of literacy teachers in grades 3-6 regarding how the Science of Reading (SoR) has influenced teacher beliefs and instructional practices in relation to fostering students' critical literacy skills. The research was framed around the following three questions: What are literacy teachers' current…

This paper contributes to a research program within extensive reading (ER) and "Reading in a Foreign Language" using corpora to simulate ER input to develop vocabulary through incidental learning to 9,000 words. This helps researchers/teachers evaluate ER. If corpora indicate no 'pathway' from smaller to larger vocabulary sizes through…

This study utilized a systematic review methodology to explore best practices in improving reading fluency. The literature was searched to determine how the current curricular trends of technology, phonemic awareness and phonics, independent reading, and complex text and vocabulary can improve reading fluency in K-12 students. Potential studies…

Many teachers have strong beliefs about the way literacy should be taught, despite what the research shows about how students learn best. If an educator's existing beliefs about literacy clash with updated instructional understandings and methods about the science of reading, there's a likelihood that teachers may resist embracing change and…

This systematic literature review updates and extends the findings of Hudson and Test's 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated,…

Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more…

Well-established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. In this article, we explicate why…

Studies of lexical coverage are valuable because they reveal the importance of vocabulary knowledge to comprehension. Lexical profiling research is also extremely useful because it indicates the vocabulary knowledge necessary to understand different text types such as novels, newspapers, academic lectures, television programs, and movies.…

ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students.…

In this research, an effort is made to compare the effectiveness of reading texts presented through electronic books in a computer environment and regular (printed) texts, in terms of the development of the reading comprehension and vocabulary acquisition skills of students with special needs within inclusive educational environments. The research…

The Common Core State Standards bring the importance of connecting texts to the forefront by sharing that students must be able to "analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take" (National Governors Association Center for Best Practices & Council…

Effective dictionary use facilitates reading and subsequently, vocabulary knowledge development. Reading, especially extensive reading, has time and again been proven to be highly effective for both receptive and productive lexical development. Possessing control over a large vocabulary is essential for language competence--be it L1, L2, or L3.…

In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a…

One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds…

The field of language teaching and learning is in dire need of replications of vocabulary and comprehension research with diverse populations of learners. We propose for replication one large-scale vocabulary intervention carried out successfully in a middle-school with monolingual and multilingual students. This study was carried out several…