Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined relative to lexical quality, provides key support for developing early reading skills. For bilingual children, the connection between oral language and…

Many children living in linguistically diverse low- and middle-income countries learn to read and write in multiple languages. Recent research provides implications for effective reading instruction with multilingual learners (e.g., Hall et al. in New Dir Child Adolesc Dev 166:145-189, 2019). However, there is limited empirical evidence on…

Fluency with skills that operate below the word level (i.e., sublexical), such as phonemic awareness and alphabetic knowledge, may ease the acquisition of decoding skills (Ritchey & Speece, 2006). Measures of sublexical fluency such as phoneme segmentation fluency (PSF), letter naming fluency (LNF), and letter sound fluency (LSF) are widely…

While prevailing research links language proficiency to fundamental literacy acquisition, research is, however, limited when language and literacy acquisition are simultaneous as is the case with young (4-6 years) English language learners (ELLs) in K1, K2 and Grade 1 who acquire first time literacy in an inclusive classroom and in a L2…

This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive…

This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups' performance on…

Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…

Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 children were…

This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6 years old) and Grade 7 (12-13 years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of…

The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…

This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly…

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…