Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

Running records is an important reading assessment for diagnosing early readers' needs in diverse instructional settings across grade levels. This study develops an innovative app to help teachers administer running records assessment and investigates teachers' perceptions of its functionality and usability in practical classrooms. The app offers…

Learning to read in English is difficult for adult English language learners due to their diverse background, their level of experience with literacy in their first language, and their reason and desire for wanting to learn to read in English. Teachers of adult language learners must consider the educational and language experiences of adults…

Miscue analysis has been used by teachers and reading specialists for more than 30 years. Its purpose is to reveal strengths and weaknesses in how children process text and thereby inform instruction for individual learners. But is it still a useful approach? The authors assert that miscue analysis can indeed be a useful tool, though not for all…

Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…