The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained…

Low-proficient L2 readers, especially, struggle for literal understanding of the text and for appropriately using reading strategy (RS). We examined whether and how the development of L2- English reading comprehension skills is associated with the frequency and kinds of L2 RS use. Fifty Japanese learners of English completed a reading…

Background: Of the myriad of reading comprehension (RC) assessments used in schools, multiple-choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper…

This study examines young English readers' ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37…

The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were…

This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or…

The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to…

This quasi-experimental study tested the efficacy of a research-based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether Lotta Lara, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted first grade emerging…

This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students…

This quasi-experimental study tested the efficacy of a research based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether the biliterate reading strategy, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted…

Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based…

The purpose of this study was to determine the effects of an intervention of five researched reading strategies on fifth-grade students' "word callers" reading achievement. Twenty-one fifth-grade students attending elementary schools in midwestern United States participated in this study. Students were randomly assigned to either the…

High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…

The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and…

Middle and Secondary teachers often find it difficult to help their students read textbooks and other instructional materials. In order to ensure they read the text, teachers may rely on "round robin reading" and other ineffective strategies. In this article, the authors explain why this strategy hinders comprehension, fluency and development of…