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Clemens, Nathan H.; Lee, Kejin; Liu, Xiao; Boucher, Alexis; Al Otaiba, Stephanie; Simmons, Leslie – Journal of Educational Psychology, 2023
Significant attention and legislation have been directed to assessment intervention for students with word-level reading disability (WLRD; i.e., dyslexia). Scholars have called for similar attention to prevention-oriented approaches in which intervention is provided to students at risk for WLRD from the earliest grades. Progress monitoring is a…
Descriptors: Kindergarten, Emergent Literacy, Skill Development, Progress Monitoring
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Miao Li; Sarah Jerasa; Jan C. Frijters; Esther Geva – TEACHING Exceptional Children, 2024
Phoneme discrimination is the ability to detect subtle similarities and differences between phonemes. Phoneme discrimination is a strong predictor of reading development and poor phoneme discrimination may predict reading disabilities (Lyytinen et al., 2004). The ability to discriminate phonemes may be an even more critical skill for Emergent…
Descriptors: Phonemes, Reading Difficulties, Students with Disabilities, Grade 1
Utah State Board of Education, 2024
The Early Literacy Program focuses on the development of early literacy skills, with additional emphasis on intervention for students at risk of not meeting grade-based reading benchmarks. Districts and charter schools (LEAs) assess, and report to the state, students' reading composites and benchmarks three (3) times a year using the Acadience…
Descriptors: Emergent Literacy, Skill Development, At Risk Students, School Districts
Utah State Board of Education, 2022
The Early Literacy Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for "at-risk" students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments for testing…
Descriptors: Emergent Literacy, Reading Programs, Primary Education, Intervention
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Elaine Wang; John Pane; Nancy Nelson; Marissa Suhr; Hank Fien – Society for Research on Educational Effectiveness, 2024
Background/Context: Reading achievement declined drastically during the COVID-19 pandemic (Bailey et al., 2021). One report suggests more than one-third of fourth-grade students cannot read at a basic level and access to effective literacy instruction is particularly limited for minority students and students with learning disabilities (Ellis et…
Descriptors: Reading Instruction, Reading Difficulties, Students with Disabilities, COVID-19