Evidence is growing that physical activity can impact cognitive functioning. This study examined the associations between physical activity, sedentary behavior and attitude toward physical activity on measures of literacy. Community literacy center participants (n = 20, mean age = 9.5 yrs.) wore accelerometers for three days and completed the…

There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…

Students beyond the primary grades who struggle with reading lack basic word attack ability and are thus unable to read new words with accuracy. However, there has been little research that reveals the specific word attack errors students exhibit. In this study, 123 struggling adolescent readers receiving special education services were given the…

The benefits of engaging with age-appropriate reading materials in classroom settings are numerous. For example, students' comprehension is developed as they acquire new vocabulary and concepts. The Common Core requires all students have daily opportunities to engage with "complex text" regardless of students' decoding levels. However,…

Teaching students how to read is one of the most important tasks in elementary schools. The majority of schools use published basal programs to teach students to read. Several published reviews have indicated that past editions of basal readers did not align with appropriate instruction for beginning level readers. In this study I reviewed five of…

Reports a study of the conditions under which a monosyllabic word contained in a larger word can be used as an aid in pronunciation and identification of the word. (TO)

Investigates the role of background color on phonological decoding in children with reading difficulties--10 elementary students with reading difficulties and 10 controls read pseudowords presented on white or colored backgrounds. Finds students with a history of reading difficulties pronounced fewer pseudowords than controls for either…

Describes a study which examined the influence of the impulsive-reflective dimension of cognitive style on the type of linguistic cue systems a reader used to reconstruct meaning from print. (JM)

Suggests that informal word analysis inventories be used to determine a pupil's skill mastery level and, because of the flexibility of informal tests, that they are perhaps superior to standardized measures. (TO)

Discusses the basic precepts of the Reading Miscue Inventory as an evaluation of oral reading. (TO)

Presents five basic decoding patterns which can be applied in a linguistic approach to teaching reading or spelling. (JM)

Reports a study identifying the most commonly used words in 110 highly recommended trade books for children in grades one and two. (TO)

Discusses the use of a simplified diacritical marking system as a device for the teaching of reading to pre-school children. (TO)

Tests the hypothesis that readers who differ in comprehension ability and are similar in their ability to decode single words differ in their ability to read words in sentence context. (FL)

Reports a study of readers' use of context and letter sound as polysyllabic decoding strategies, and a study of the effect of intervention strategies on subjects who do not effectively use context. Concludes that intervention strategies do not improve the performances of students who are not good users of context. (RS)