Extensive Reading (ER) in Indonesia is in its infancy. Over the past 2-3 years a small band of ER enthusiasts led by the Indonesian Extensive Reading Association (IERA) and the Extensive Reading Foundation (ERF) have started promoting ER in the archipelago. In July 2018, IERA and the ERF conducted all-day ER workshops to over 1000 teachers in six…

Oral reading fluency was investigated as a predictor of standard scores on the Woodcock-Johnson Tests of Achievement III Broad Reading Cluster (BRC). Participants included first- through third-grade students (n = 1301) from elementary schools in and around Houston, Texas. Median words correct per minute scores from three oral reading passages were…

To preliminarily validate the Monitoring Instructional Responsiveness-Reading (MIR-R) for use in low-income settings, data were collected from 147 students from first through fifth grades who were primarily from low-income families. Data from three MIR-R components (Total Words Read, Ideas Attempted, Ideas Correct) and three related dependent…

This study investigated relationships among the reading fluency, word recognition, language background, and reading achievement in second through fifth graders. Among the 250 students sampled, 70% were within word pattern (WWP) spellers. These WWP stage spellers were remarkably similar in reading, regardless of grade and Limited English Proficient…

This action research study describes a problem of practice derived from the identification of students in fifth-grade that lack reading skills to be classified fluent readers as identified by Dynamic Indicators of Basic Early Literacy Skills-Next Edition Oral Reading Fluency (DIBELS Next ORF). This problem of practice led to the development of an…

The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…

Beginning with the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began collecting literacy screening assessment data from schools and districts participating in certain state grants. Screening assessment benchmark scores were available for just over 35,000 unique students across 2020/21 and 2021/22,…

The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…

Technology-based interventions have been used to improve reading skills for students with reading difficulties. Thus, many literature reviews and meta-analyses have investigated the effectiveness of this type of intervention; however, constant changes in the technology field make it important to review the most recent studies and how these studies…

Pronunciation teaching is an important stage in language learning activities. This article tackles the pronunciation scoring problem where research has demonstrated relatively low human-human and low human-machine agreement rates, which makes teachers skeptical about their relevance. To overcome these limitations, a fuzzy combination of two…

Background: Prosodic reading is one of the steps needed to achieve reading fluency. It is already known that English children develop their reading prosody from the earliest grades of primary school, showing the greatest improvement between first and second grade, but there are no Spanish studies of the development of reading prosody in the first…

We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated…

In Haiti, 49% of students cannot read a single word in Creole by the time they start grade 3, which is reflective of a broader learning crisis in low-income and fragile contexts. Read to Learn, an early-grade literacy intervention, was implemented and evaluated from fall 2014 through spring 2016 with the aim of improving students' reading skills.…

We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly revising its content and adding a repeated-reading (RR) component. In a cluster-randomized trial, we conducted a component analysis of the revised program by creating two versions of it.…

Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain…