This study examined the psychometric properties of two common frameworks for scoring retell data (i.e., clause- and idea unit-based methods) among 86 third- through fifth-grade students with dyslexia. At the beginning and end of the school year, students read two grade-level R-CBM probes (one orally and one silently) and engaged in a retell…

This research article uses content analysis and descriptive analysis to examine phonics proficiency in first-grade students having difficulty learning to read, specifically examining those with and without characteristics associated with dyslexia. Writing samples from a dictation task were collected and analyzed at the beginning of the school year…

Measurement of readability is an important tool for assessing reading disorders such as dyslexia. Among the screening procedures for dyslexia is the reading fluency test, which is defined as the ability to read with speed, accuracy and proper expression. The reading fluency test often consists of a sequence of unrelated written texts ranging from…

State boards of education are well placed to advocate for more young children to be screened for dyslexia, a disability that by some measures affects up to 20 percent of the U.S. population. Boards can also ensure that identified students receive effective interventions, as those in Massachusetts and Georgia have done. This report discusses how…

Research indicates that the achievement gap in reading between typical and dyslexic readers is already evident in first grade and persists through adolescence. However, it is not known whether this reading gap persists into adult life. In this report we use an epidemiologic sample of 312 children (typical readers = 246; dyslexic readers = 66),…

Many schools now screen students for dyslexia in early grades. However, there are valid concerns that these screeners may be biased or ineffective at screening students who are not yet proficient in English (i.e., English Learners; ELs). The present study examined the performance of 54 first graders on a dyslexia screener. Results showed that…

It is widely recognized that individuals with dyslexia have difficulties with word reading "and" spelling, and individuals with reading comprehension difficulties have low vocabulary knowledge. However, little is known about the extent to which spelling and vocabulary are informative of reading difficulties. In the present study, we…

In this study, the researcher used the quantitative descriptive methodology to explore and more clearly describe teachers' knowledge of dyslexia to improve dyslexia referral and evaluation practices for students on at-risk campuses. The purpose of this quantitative study was to determine what English-language arts teachers who teach kindergarten,…

The aim of the present study was to examine the hypothesis that, compared to typically reading children matched on regular word reading, adults with basic literacy (either adult literacy students or adult basic education students) struggle on phonologically demanding tasks but are relatively performant on orthographic demanding tasks, and hence…

Despite an abundance of research centered on reading and applied behavior analysis, minimal literature exists on the use of applied behavior analysis methodologies to treat reading disabilities. This dissertation-in-practice action research study examined the extent to which a behavior-analytic intervention infused with the science of reading…

It is widely recognized that individuals with dyslexia have difficulties with word reading and spelling, and individuals with reading comprehension difficulties have low vocabulary knowledge. However, little is known about the extent to which spelling and vocabulary are informative of reading difficulties. In the present study, we investigated…

The study aimed to compare the effectiveness of face-to-face and virtual phonological awareness training in the reading performance of students with dyslexia during the COVID-19 pandemic. For this purpose, 90 students with dyslexia were selected by convenience sampling and assigned to two experimental (face-to-face and virtual) groups and a…

"Dyslexia is a specific learning disability that is neurobiological in origin. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to…

Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the…

This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children's performance on color and black-white RAN plates. Participants were 114 Arabic-speaking third…