Students with reading disabilities require instruction and intensive intervention targeted to their current learning needs. Through data-based instruction, educators can monitor student's performance and make adjustments to instruction to better address student needs using both progress monitoring and diagnostic assessment. This article provides…

Repeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students' prior abilities. N = 304 primary school students were randomly assigned to…

With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening…

Purpose: Pitch perception is important for speech sound learning, and reading acquisition requires integration of speech sounds and written letters. Many individuals with dyslexia exhibit auditory perception deficits that may therefore contribute to their reading impairment given that complex pitch perception is crucial for categorizing speech…

Recently, concerns have been raised about Arabic-speaking students' reading achievement in Israel. Understanding language teachers' ability to identify poor reading skills is crucial to improve students' literacy outcomes. This pilot study examined three main aspects: the factors Arabic-speaking language teachers use to determine their third-grade…

Despite historically high literacy rates, there has been declining reading proficiency amongst students in Iceland. This decline has caused concern and created a need to better understand foundational reading growth in the Icelandic school context. This study aimed to evaluate reading growth patterns in letter sound fluency, nonsense word fluency,…

Excessive crowding in the visual periphery has been demonstrated in children with developmental dyslexia (DD). However, less is known about crowding in the fovea, even though foveal crowding is at least equally important, as reading is mostly accomplished through foveal vision. Here we used a special set of digit stimuli (Pelli fonts) to measure…

The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent…

Poor reading has been linked to negative outcomes on a wide range of emotional-behavioural dimensions in children. However, little is known about the time course of these associations. In this study we analyse data from a sample of Finnish children (N = 199; 106 boys) which included measures of reading fluency in grade 1 (age 7 or 8), and…

This joint NESET-EENEE analytical report is based on a detailed literature review of the most recent European and international research on effective approaches to the teaching of literacy, highlighting practices that have been properly evaluated and are supported by evidence of impact. Interest in this subject comes in the light of PISA 2022…