Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (1) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades; and (2) to reveal the predictive power of cognitive, linguistic and reading variables on…

We use data from oral reading fluency (ORF) assessments to examine COVID-19's effects on children's ORF in over 100 U.S. school districts. Students' development of ORF largely stopped in spring 2020 following the onset of the COVID-19 pandemic. In fall 2020, students' gains in reading were stronger and similar to prepandemic rates. However, fall…

Background: Over the past two decades, national attention has emphasized the critical role of early literacy and language instruction in preventing reading difficulties and improved our understanding of how young children learn to read. The research has established that students who are not strong readers by Grade 3 are less likely to build…

Studies investigating relations between morphological awareness and literacy in German, a language with a rather transparent but asymmetric orthography, are sparse. Little is known about the role of grade level for these relationships and of their relative strength compared to those between other language-related variables and literacy skills.…

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special…

Purpose: This study was designed to assess the efficiency of a French version of "GraphoGame" (GG) against an equally engaging math intervention ("Fiete Math," FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two…

Bayesian regression has emerged as a viable alternative for the estimation of curriculum-based measurement (CBM) growth slopes. Preliminary findings suggest such methods may yield improved efficiency relative to other linear estimators and can be embedded into data management programs for high-frequency use. However, additional research is needed,…

For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined…

Teachers of students with emotional and behavioral disorders face unique challenges in the classroom that are often not addressed in teacher preparation, which may result in diminished outcomes for teachers and students. The Integrated Literacy Study Groups professional development was designed to support the needs of teachers of students with or…

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special…

Teachers of students with emotional and behavioral disorders face unique challenges in the classroom that are often not addressed in teacher preparation, which may result in diminished outcomes for teachers and students. The Integrated Literacy Study Groups professional development was designed to support the needs of teachers of students with or…

Teachers have used the method of repeated readings to build oral reading fluency in students with and without special needs. A new fluency building intervention called interval sprinting uses shorter timing intervals (i.e., sprints) across a passage. This study used an alternating treatment design to compare repeated readings and interval…

Once students meet exit criteria and Tier 2 reading supports are removed, many do not maintain their current progress and fail to meet future performance benchmarks. Although estimates of average growth during intervention exist, typical rates of growth after supports are removed are relatively unknown. In this research brief, we used segmented…

Data collection procedures using adapted Curriculum-Based Assessment (CBA) and Curriculum-Based Measurement (CBM) were developed for deaf and hard of hearing students. Results from statistical analyses through linear regression indicated that reading fluency scores using CBA and CBM materials adapted for deaf and hard of hearing students…

Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who…