Elementary education is critical as it lays the foundation for learning, critical thinking, social and emotional development, individual growth, and self-confidence. Hence, studying the elementary students' educational progress is immensely important. This manuscript aims to investigate the factors that impact elementary students' academic…

Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…

Prior research supports the need for elementary-aged students with reading difficulties (RDs) to receive explicit systematic small-group evidence-based reading instruction. Yet for many students, simply receiving evidence-based reading instruction in a small-group setting is insufficient to reach the progress milestones needed to meet grade-level…

Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited…

Fluency is one of the critical factors necessary for proficient reading due to its connection with reading comprehension yet many students with reading difficulties struggle to become efficient readers of connected text. The purpose of the current study was to examine the effects of a digital reading fluency program that incorporates…

Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical…

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…

This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills…

A key characteristic of individuals with autism is communicative dysfunction. Specifically identifying the appropriate use of pragmatic skills such as phrasing and syntax. When looking at expressing phrasing (producing of word groups), communication research has highlighted a significant group difference between students with autism and typically…

The prevalence rate of learners with autism spectrum disorder (ASD) has risen concurrently with their inclusion into public schools in Saudi Arabia. Being in schools, they face academic challenges, particularly in reading. This increased rate evokes the importance of implementing valuable strategies to keep up the academic skills of those…

The purpose of this semester-long project was to redesign the ninth grade English language arts curriculum to include a literacy-based multicomponent intervention to meet the needs of developing readers, while simultaneously maintaining a rigorous curriculum challenging proficient readers in a general education classroom. I examined peer-reviewed…

This research presents a novel reading fluency (rf) measurement formula that accounts for both reading rate and comprehension. Possible formulas were investigated with 68 participants in a strategic reading course in an IEP at a small Pacific Island university. The selected formula's scores demonstrated concurrent validity through strong…

Background: Learner performance in literacy in the primary education sector is in a state of crisis in South Africa. Whilst many more learners have physical access to education post-1994, the quality of education remains polarised along socio-economic lines. This article sets out to engage with current literature on literacy interventions…

This article describes how to use data to align student performance to a phase of learning by using a skill-by-treatment interaction, and how that information can help select an appropriate intensification strategy. It describes the Fuchs et al. (2017) taxonomy of intervention intensity through a skill-by-treatment interaction (STI) for reading in…

We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening…