Background: Evidence indicates that fluent readers automatically decompose morphologically complex words. However, few studies have directly compared processing of stimuli comprising different types of morphemes, particularly bound and free morphemes. Methods: Eighty fluently reading young adults participated in a lexical decision task with word…

In the present study, we explored the perceptual span of typically developing Chinese children in Grade 3 (G3) during their reading of age-appropriate sentences, utilizing the gaze contingent moving window paradigm. Overall, these Chinese children had a smaller perceptual span than adults, covering only one character leftward and two characters…

This study investigates L2 reading speed of developing readers. While L2 reading speed has been a topic of research, almost all studies to date investigate L2 adult learners and do not take into consideration samples of middle school students in the earlier stages of L2 development. Using data from a sample of 124 German eighth-graders, who range…

The aim of the study was to explore the effect of Readers Theater on improving English reading prosody with L2 learners. The process of how reading prosody is improved through Readers Theater was examined. Sixty EFL undergraduate students, non-English majors, participated in this 6-week study. Two cycles of Readers Theater were implemented. Using…

This study aimed to describe 1-year changes in students' vocabulary in written narratives. Secondary aims included examination of accuracy and the relationship between lexical diversity and achievement. Participants included 749 students in first through eighth grades. Within-subjects 1-year change in diversity, productivity, and accuracy was…

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The…

A fundamental assumption of multi-tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third-grade students who met the criteria to be…

This paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school improvement literature by capturing the two main…

This study explored the role that select components of executive functioning play in predicting reading outcomes in gifted students both directly and indirectly through a broader set of preliteracy skills. A comparison of mediation models indicated the relationships between working memory and inhibition to reading outcomes were fully, rather than…

Although several studies have examined the effectiveness of reading fluency interventions, the methodological rigor of these studies remains unclear. The purpose of this study was to examine the quality of randomized controlled trial (RCT) reading fluency intervention studies using the Council for Exceptional Children (CEC) standards. Twenty-six…

Research focused on identifying effective interventions for individuals with Down syndrome is increasingly informed by the behavioral phenotype -- a profile of performance associated with a genetic abnormality. Recent studies substantiate the efficacy of phenotypically aligned instruction in improving basic reading skills for children with Down…

The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no…

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading…

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…

According to I.S. P. Nation (2009, 66), four conditions must be present for an activity to be categorized as fluency development: (1) learners' attention must be focused on the meaning of the text they are reading rather than its grammatical or structural features; (2) here should be no new vocabulary and few irregular language features in the…