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Seth A. Parsons; Joy Dangora Erickson – Phi Delta Kappan, 2024
Recently, the science of reading has garnered much attention in elementary schools across the U.S. The science of reading is a body of research on learning to read that has been accumulated through systematic inquiry. Seth A. Parsons and Joy Dangora Erickson argue that the way the science of reading is being implemented is missing a key…
Descriptors: Reading Instruction, Phonemic Awareness, Phonics, Reading Fluency
Morphological Awareness and DHH Students' Reading-Related Abilities: A Meta-Analysis of Correlations
Zhang, Dongbo; Ke, Sihui; Anglin-Jaffe, Hannah; Yang, Junhui – Journal of Deaf Studies and Deaf Education, 2023
This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word…
Descriptors: Morphology (Languages), Deafness, Hearing Impairments, Reading Ability
Margaret Vaughn; Dixie Massey – Peter Lang Publishing Group, 2024
Given the current emphasis on how to teach reading, also known as the debate on the "Science of Reading," this text addresses the fundamentals of reading instruction and provides practical evidence-based research and strategies to support students who may be experiencing reading challenges. With a keen focus on how to apply knowledge of…
Descriptors: Reading Difficulties, Reading Instruction, Teaching Methods, Teacher Competencies
Johny Daniel; Lauryn Clucas; Chen Wenqing; Katherine Collier; Jennifer Moss – British Journal of Special Education, 2024
This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency,…
Descriptors: Reading Programs, Program Effectiveness, Reading Fluency, Vocabulary Development
Judith Borràs; Àngels Llanes – Journal of Language, Identity, and Education, 2024
Performing a stay in a country where the L2 is the official language can provide the perfect immersion for L2 development (traditional study abroad). In the case of English learners, internationalization and the role of English as a lingua franca make it unnecessary to perform the stay in an English-speaking country. Hence, an increasing number of…
Descriptors: Study Abroad, English (Second Language), Language Usage, Undergraduate Students
K. Lea Alexander – Reading Teacher, 2024
More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…
Descriptors: Peer Teaching, Tutoring, Literacy Education, Inclusion
Smith, Kelli; Shelley, Tami; Higgins, Pam – International Society for Technology, Education, and Science, 2021
The demand for confident reading teachers is greater than ever before. To guarantee successful reading instruction, teachers across the nation are being trained in the science of reading, which focuses on explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Large reading initiatives are tirelessly working on…
Descriptors: Reading Instruction, Reading Teachers, Preservice Teachers, Direct Instruction
José-Pablo Escobar; Alejandra Meneses; Evelyn Hugo; Ana Taboada Barber; Maximiliano Montenegro – Journal of Research in Reading, 2024
Background: Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain-general and reading-specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking…
Descriptors: Reading Comprehension, Reading Fluency, Academic Language, Vocabulary Development
Flanigan, Kevin; Hayes, Latisha – Guilford Press, 2022
No two students in grades 4-8 are identical, and many struggle with literacy for different reasons. Using a teacher-friendly, hands-on approach, this eminently practical book walks educators through the nuts and bolts of literacy intervention in the middle grades. Highlights include "North Star" principles to orient instruction, an…
Descriptors: Literacy, Intervention, Grade 4, Grade 5
Sisi Liu; Ning Li; Xinyong Zhang; Li-Chih Angus Wang; Duo Liu – Reading and Writing: An Interdisciplinary Journal, 2025
To investigate the longitudinal effects of two domain-general cognitive abilities, namely verbal working memory and visual search skill, on Chinese reading comprehension. To evaluate whether decoding and linguistic comprehension mediate such effects. A total of 202 first-grade Chinese-speaking children from mainland China (M[subscript]age =…
Descriptors: Chinese, Reading Comprehension, Short Term Memory, Grade 1
Meiklejohn, Cathryn; Westaway, Lise; Westaway, Ashley F. H.; Long, Kelly A. – South African Journal of Childhood Education, 2021
Background: Learner performance in literacy in the primary education sector is in a state of crisis in South Africa. Whilst many more learners have physical access to education post-1994, the quality of education remains polarised along socio-economic lines. This article sets out to engage with current literature on literacy interventions…
Descriptors: Foreign Countries, Literature Reviews, Elementary Education, Literacy Education
Austin, Christy R.; Vaughn, Sharon; Clemens, Nathan H.; Pustejovsky, James E.; Boucher, Alexis N. – Scientific Studies of Reading, 2022
This within-subjects experimental study investigated the relative effects of word reading and word meaning instruction (WR+WM) compared to word-reading instruction alone (WR) on the accuracy, fluency, and word meaning knowledge of 4th-5th graders with dyslexia. We matched word lists on syllables, phonemes, frequency, number of definitions, and…
Descriptors: Reading Instruction, Reading Skills, Reading Comprehension, Accuracy
John Z. Strong; Laura S. Tortorelli; Blythe E. Anderson – Journal of Adolescent & Adult Literacy, 2025
Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…
Descriptors: Elementary School Students, Middle School Students, Reading Instruction, Teaching Methods
Daniel, Johny; Vaughn, Sharon; Roberts, Gregory; Grills, Amie – Journal of Learning Disabilities, 2022
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students' baseline word reading…
Descriptors: Reading Difficulties, Reading Skills, Intervention, Grade 3
Erbeli, Florina; Rice, Marianne – Reading & Writing Quarterly, 2022
Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP's review. We examined…
Descriptors: Outcomes of Education, Silent Reading, Independent Reading, Reading Achievement