Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ…

Purpose: Researchers have developed a constellation model of decodingrelated reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation…

A modified extensive reading literacy intervention was examined in this study. The problem was English Learner third and fourth-grade students reading standardized tests scores were low and educators were uncertain as to which type of intervention was best to improve English Learner student oral reading fluency and reading comprehension. This…

This study investigated the complexity of leveled passages used in four classroom reading assessments. A total of 167 passages leveled for Grades 1-6 from these assessments were analyzed using four analytical tools of text complexity. More traditional, two-factor measures of text complexity found a general trend of fairly consistent across-grade…

Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel…

This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified…

Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were…

With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local…

Preschool parent interventions may produce downstream benefits if initial intervention gains are sustained and improve later socialization experiences. This study explored associations between initial effects of the REDI (Research-based Developmentally Informed) Parent program and later benefits. A randomized trial involving 200 Head Start…

In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning in a multifaceted professional development (PD) project, Literacy Learning Cohort, focused on word study and fluency instruction. Grounded theory…

A quasi-experimental pretest/posttest group design was used to determine whether computer-assisted fluency instruction is as effective as print-based, teacher-led fluency instruction in improving fluency, vocabulary, and comprehension skills in third grade students experiencing delayed fluency development. Fifty participants were randomly assigned…

This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the…

The reading growth of 1,422 second- and third-grade students in special education was examined in the context of schools with 1 and 3 years of experience with Oregon Reading First. Findings suggested that (a) experience with Reading First was associated with greater student reading growth regardless of special education status, (b) students in…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

The "Read Naturally[R]" program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…