Like many states, Massachusetts has intensified efforts in recent years to improve literacy outcomes, particularly in the early grades. Initiatives have focused on providing guidance and resources for implementing changes in curriculum, instruction, and additional screening and support for struggling students. In September 2022, the Board of…

Stuttering is a disorder that affects about 1% of the population and manifests as speech disfluencies. Reading difficulties and disabilities are commonly found in this population. Nonetheless, speech disfluencies have not been explored in adult struggling readers (ASRs). In the current study, we examined the rate of stuttering in ASRs as well as…

The effects of extensive, timed, and repeated oral reading on 101 lower-intermediate Japanese university L2 English learners' reading rates and comprehension were investigated over one academic year. The participants were divided into four quasiexperimental groups: (a) Group 1 did extensive, timed, and repeated oral reading with prosody and…

This matched-sample study investigates the use of a wide range of texts of varying--and often challenging--complexity to promote fluency for students experiencing below grade level achievement. We designed a repeated-reading protocol called 'Read Like Us', and performed a pilot implementation in small groups with third- and fourth-grade students…

Read Two Impress Plus (R2I+) is a fluency-building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership-centered, culturally and linguistically affirming family engagement to improve the literacy proficiency of students, aged 7-12,…

Few previous studies have directly linked the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the development of phonological processing and orthographic processing in reading. These studies are predominantly cross-sectional and focus on reading development predictors, with relatively little emphasis on spelling…

Central questions in the study of visual word recognition and developmental dyslexia are whether early lexical activation precedes and supports decoding (a dual-stage view) or not (dual-route view), and the locus of deficits in dysfluent reading. The dual-route view predicts early word frequency and length interaction, whereas the dual-stage view…

To explore the roles of character recognition, expressive vocabulary, and syntactic awareness in deaf and hard of hearing (DHH) students' reading fluency, 52 Chinese DHH students (mean age = 13.29 years) in elementary school participated in the present study. The results showed that character recognition, expressive vocabulary, and syntactic…

Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP's review. We examined…

Video modeling (VM) is known as an effective practice for teaching various skills to students with disabilities. However, there are a lack of studies investigating the effects of VM on improving student academic reading skills. The 13 selected single-case design studies published by 2019 were systematically reviewed to understand how VM was used…

This study examined the Double-Deficit Hypothesis (DDH) by classifying students with dyslexia into four distinct groups, comparing group differences on text-level reading tasks, and examining group stability across one school year (fall to spring). Elementary students (N = 109) were administered measures of reading fluency, reading comprehension,…

Purpose: The Motor Planning Theory of Prosody and reading prosody research indicate that "out of the blue" oral reading, as practiced in clinical and research settings, invokes surface rather than covert prosody, particularly when readers are recorded, less skilled, and/or speech impaired. Warm-up is not considered in passage reading for…

Students with specific learning disability (SLD) are at a greater risk for reading difficulties, academic stress, and deficits in self-efficacy. There are several research-supported interventions used in schools that are effective in increasing reading skills (e.g., reading fluency) but do not explicitly address academic stress or deficient…

Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of…

Teaching children to read has been one of the primary functions of education systems throughout history; however, not all children are adequately prepared for reading success. Students with disabilities, particularly those identified with Specific Learning Disabilities, demonstrate lower rates of reading proficiency than their nondisabled peers.…