The importance of letter sound knowledge (LSK) as a precursor to later literacy skills has been well-documented. Since English language learners (ELLs), or students who first acquired a language other than English, continue to underperform in reading compared to their English-speaking peers, they are particularly at-risk for reading and academic…

Two groups of freshman students, enrolled in a Vocabulary I and Reading I courses, participated in the study. Before instruction, both groups took a recognition (vocabulary) and a production (oral reading) pre-test. Comparisons of the pre-test scores showed no significant differences between the experimental and control group in decoding skills…

This article presents results from an initial investigation of Greek oral reading fluency and prosody. Although currently held perspectives consider reading the product of reading decoding and reading comprehension, there is enough evidence (both Greek and foreign) to suggest that other variables may affect reading, as well. Such variables include…

The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…

This What Works Clearinghouse (WWC) topic report addresses reading interventions for students in grades K-3, including core reading curricula, programs, or products to be used as supplements to other reading instruction, programs that focus on staff development, and literacy software. The WWC review on beginning reading focuses on programs…