Background: Failure to learn early reading skills leads to lower reading comprehension later in elementary school (Double et al., 2019; Paige et al., 2019), which can then lead to poverty, underemployment, and increased likelihood of being incarcerated (World Literacy Foundation, 2018). Early reading skills are best developed in kindergarten…

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child's ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child's set for variability, and…

English language learners (ELLs) are a diverse student group that continues to grow within schools all throughout the United States and those students with limited or interrupted formal education (SLIFE) continue to lag behind their peers in academic achievement, particularly in literacy. Although there have been several studies to explore this…

Purpose: Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are Dual…

Research indicates the primary difference between strong and weak readers is their phonemic awareness skills. However, there is no consensus regarding which specific components of phonemic awareness contribute most robustly to reading comprehension. In this study, the relationship among sound blending, sound segmentation, and reading comprehension…

The implementation of effective instructional materials, such as a core reading program, by a qualified teacher is an important part of improving students' reading achievement. But selecting those instructional materials can be time-consuming. Regional Educational Laboratory (REL) Southeast created this rubric for evaluating reading/language arts…

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…

The "Lindamood Phoneme Sequencing"[R] ("LiPS"[R]) program (formerly called the "Auditory Discrimination in Depth"[R] ["ADD"] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. Thirty-one studies reviewed by the What Works…

This guide was produced by the Center on Instruction for technical assistance providers and others who work with state education leaders to improve reading achievement among elementary school students. It describes a suite of "Student Center Activities" (SCAs) designed to offer K-5 classroom teachers a wide range of activities that can…

The ability to read on grade level is a fundamental skill required for children to achieve academic success. Students who are English language learners (ELLs) and/or those who have learning disabilities often find it extremely difficult to achieve at the reading expectation level. This study examines English phonemic awareness and phonic skills in…

This study investigated the development of English two-member onset #sC clusters in Spanish-English bilingual children with phonological disorders. Data from 30 children were analysed in terms of correct and incorrect productions, implicational relationships, and possible groupings according to the sonority index of the second member of the…

Two member onset consonant clusters with /s/ as the first member (#sC onsets) behave differently from other double onset consonant clusters in English. Phonological explanations of children's consonant cluster production have been posited to predict children's speech acquisition. The aim of this study was to consider the role of the Sonority…

Purpose: To evaluate the role of dialect on phonemic awareness and nonword spelling tasks. These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use. Method: Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then…

Describes Dr. John Henry Martin's theory of how children can learn to write phonetically before learning to read and how this theory developed into a computer-based teaching system called "Writing to Read." A program evaluation by Martin and IBM is discussed, and a source is given for further information. (MBR)

A study examined the relationship between reading instruction and the development of decoding and spelling skills and the writing fluency of children with varying levels of phonemic awareness. First grade children from two classrooms in a rural Florida school district who began school high and low in phonemic awareness received either whole…