To examine what kinds of parent-child interactions are elicited by different literacy-related activities, an exploratory study was conducted with 19 mother-child dyads. Although prompting boards are widely incorporated in pre- and primary school curricula, and in various family literacy programmes, scientific knowledge supporting their use is…

Of the many narratives to which educators subscribe, one of the most prevalent for the past three decades is the idea that students' success is strongly predicated on their ability to read on grade level by the end of third grade. The purpose of this study was to determine the effect of half-day versus full-day kindergarten on students' growth in…

According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits…

This study examines the effects of oral repeated reading, with and without corrective feedback, on the fluency and comprehension skills of 60 struggling readers in 7th Grade. Comparisons were made by group on narrative and expository reading ability and by comprehension question type. Students were randomly assigned to one of two reading groups…

In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the…

In Georgia, students with disabilities are falling behind students without disabilities in reading. Students with disabilities need to learn how to read fluently and comprehend because reading is embedded in all academic areas. Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to…

In this pilot study, we ask whether repeated storybook reading is also beneficial for word learning in children diagnosed with specific language impairment (SLI). We compared 3-year-old German learning children diagnosed with SLI to typically developing children matched on age and socioeconomic status (SES). One week later, children with SLI…

The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word…

A modified extensive reading literacy intervention was examined in this study. The problem was English Learner third and fourth-grade students reading standardized tests scores were low and educators were uncertain as to which type of intervention was best to improve English Learner student oral reading fluency and reading comprehension. This…

Independent Reading (IR) is a reading intervention that many schools implement to help students develop essential reading skills and improve academic achievement on various standardized assessments. However, recent IR studies have yielded mixed findings on the effectiveness of IR as a reading intervention to help struggling students increase…

The purpose of this study was to examine the effectiveness of a reading curriculum on high school students' achievement, confidence in reading and teachers' perceptions. A paired samples t test was used to compare students' pretest and posttest scores on the reading curriculum. Two independent samples t tests were run to compare the control and…

An initiative in which therapy dogs were integrated into a school-wide reading curriculum was analyzed to determine the effect on student reading in the program's second year. Prior research on the first year of this specific program (Kirnan et al. in "Early Child Educ J" 44(6):637-651) demonstrated improvement in reading scores only for…

Let's Know! is a language-focused curriculum supplement developed through the Institute of Education Sciences' Reading for Understanding initiative aimed at supporting prekindergarten through grade 3 students' listening and reading comprehension. The current study reports results concerning the impacts of 2 instantiations of Let's Know! on…

The purpose of this ex post facto study was to compare the effect the Read Well and the Reading Street curriculums had on achievement test scores. Data from the "Stanford Achievement Test, 10th ed." (SAT10) were examined using total reading scale scores for males and females at the kindergarten and first- and second-grade levels. Three…

Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…