"Check, Connect, and Expect" (CCE) is a secondary tier behavioral intervention that provides students with levels of support including a dedicated "coach" for check-in and check-out procedures, and social skills instruction. Elementary students (n = 22) in an alternative education school setting received CCE for 13 weeks…

The aim of the present study was to investigate the correlational and predictive relationships between parents with low literacy skills (n = 96) and their 3-5 year old children's emergent literacy skills (n = 96). In the study parents were assessed on measures of reading comprehension, decoding, fluency, oral vocabulary, and word identification,…

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

All native speakers of Arabic read in a language variety that is remarkably distant from the one they use in everyday speech. The study tested the impact of this distance on reading accuracy and fluency by comparing reading of Standard Arabic (StA) words, used in StA only, versus Spoken Arabic (SpA) words, used in SpA too, among Arabic native…

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…

A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of "how" to use literature circles with first-graders and "what" might be accomplished. Three…

The present study examined the impact of the Simultaneous Multisensory Institute for Language Arts (SMILA) approach on the reading proficiency of 39 students between the ages of 7-11 participating in a summer reading program. The summer reading clinic draws students from the surrounding community which is located in a large urban district in the…

Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade…

The objective of this study was to investigate the impact of Word Walls on improving the English reading fluency of Saudi kindergarten's children. The present study attempted to answer whether there was a statistically significant difference (a = 0.05) between the Saudi children's subjects' mean score on the English reading fluency test due to…

We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (M age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, phoneme awareness (PA), and RSN. PA was a better predictor…

The purpose of this study was to examine the effects of the use of Readers' Theatre to improve the reading ability of elementary students receiving special education services. In this study, two groups of students were chosen to participate based on their academic Reading levels and their placement in the Special Education program. The students'…

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting…

This study explored the data-based decision making of 12 teachers in grades 6-8 who were asked about their perceptions and use of three required interim measures of reading performance: oral reading fluency (ORF), retell, and a benchmark comprised of released state test items. Focus group participants reported they did not believe the benchmark or…

This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals. Participants included 51 Spanish-English and 64 Chinese-English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy,…

An alternating treatments design was used to compare the effects of two reading fluency interventions on the oral reading fluency and maze accuracy of four fourth-grade students. Also, by taking into account time spent in intervention, the efficiency of the two interventions was compared. In the adult-mediated repeated reading (RR) condition,…