This study examines the impact of a systematic teaching programme of phonological awareness (PA) skills on children's pre-reading skills where English is taught as Second Language in a school in Beirut, Lebanon. Four Kindergarten classes (two experimental and two control) participated in the study. Instruments included intervention programme,…

Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R[subscript 3] is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was (1) to evaluate the current state of the phonemic and auditory symptoms of children with…

Equipping elementary (i.e., grades K-5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers'…

Purpose: This article reports on the effectiveness of a novel tablet-based approach to phonological intervention and compares it to a traditional tabletop approach, targeting children with phonologically based speech sound disorders (SSD). Method: Twenty-two Portuguese children with phonologically based SSD were randomly assigned to 1 of 2…

The aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides -- unlike the previous one -- a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June…

In this pilot study, we evaluated the effects of the online computer-based training programme 'Lexilogy-Greek' on the reading and spelling performance of young poor readers and spellers. The training is based on psycholinguistic principles that emphasise the importance of acquiring efficient phonological as well as morphological knowledge in…

Objective: The purpose of this study was to carry out a systematic review of literature of effective reading intervention for students with -- intellectual disabilities (ID), intellectual and developmental disabilities (IDD), and multiple disabilities (MD). Findings and recommendations for future research are discussed. Background and rationale:…

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…

The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with…

Reading instruction has historically been deemphasized for students in special education, and the limited research on this topic reveals that sight word vocabulary is most commonly taught in special education classrooms (Browder, Wakeman, Spooner, Ahlgrim-Delzell, Algozzine, 2006). However, successful reading instruction must target the five…

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…

This study evaluates Reading Intervention--a 10-week supplementary reading programme emphasising the link between phonological awareness and reading--when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties participated in Reading Intervention and their progress and attainments were compared with those…

This review-specific protocol guides the review of research that informs the What Works Clearinghouse (WWC) intervention reports in the Children and Students with an Autism Spectrum Disorder topic area. The review-specific protocol is used in conjunction with the "WWC Procedures and Standards Handbook" (version 3.0). This review focuses…