We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer ("Remedial and Special Education," 7:6-10, "1986") for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading…

As the ability to read proficiently is essential for success both in and out of the school setting, literacy has become an area of particular focus in today's classrooms. While recent assessments indicate that students are making progress in the area of reading (e.g., National Assessment of Educational Progress [NAEP], 2011), there continues to be…

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…

As the number of schools changing from part- to full-day kindergarten programs increases, state and local education agencies need empirically-based evidence on ways that schools and teachers can best structure the additional instructional time of full-day programs to improve children's early reading skills. This brief uses nationally…

This article investigates issues surrounding the adoption of the "simple view" of reading. While this theory of the reading process has recently been espoused as the official view of early reading instruction in England, a recent Irish study, discussed in this article, indicated that this view of reading is also widespread among Irish…

In a computerized task, an adult with intellectual disabilities learned to construct consonant-vowel-consonant words in the presence of corresponding spoken words. During the initial assessment, the participant demonstrated high accuracy on one word group (containing the vowel-consonant units "it" and "un") but low accuracy on the other group…

Recent research has found that sensitivity to linguistic stress is related to phonological awareness and reading development. This study investigated the roles of two types of linguistic stress sensitivity (lexical and metrical stress) in the phonological awareness and reading development of young children. Forty-five kindergarten children were…

The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching--the Searchlights model of reading and its development--should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other,…

This study compared word recognition for words written in a traditional flat font to the same words written in a three-dimensional appearing font determined to create a right hemispheric stimulation. The participants were emergent readers enrolled in Montessori schools in the United States learning to read basic CVC (consonant, vowel, consonant)…

Students not reading proficiently by the end of 3rd grade are four times more likely than proficient readers to drop out of high school. This fact and other recent research on the importance of early literacy skills have culminated in an intense focus on improving 3rd-grade reading proficiency. The challenges of improving literacy are, in turn,…

The current study was completed through a retrospective analysis of school records of elementary school students in the Northeast Region of the Philadelphia School District (PSD) who have participated in the Fast ForWord (FFW) Language program. The data requested from student records included: demographic information (e.g., gender, grade, age,…

Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the "Dynamic Indicators of Basic Early Literacy Skills" subtests of Nonsense Word Fluency, Letter Naming Fluency, and…

Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills development. This report presents an overview of the Reading Together Program that introduced…

Speech problems and reading disorders are linked, suggesting that speech problems may potentially be an early marker of later difficulty in associating graphemes with phonemes. Current norms suggest that complete mastery of the production of the consonant phonemes in English occurs in most children at around 6-7 years. Many children enter formal…

The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating eight evidence-based fluency-building instructional strategies into a systematic program that can be feasibly implemented and accessed for free by all educators. This study examined the effects of HELPS when implemented by teachers with low-performing…