A table was produced to facilitate comparisons among standard scores on the Woodcock Reading Mastery Tests-Revised, in order to assist diagnosticians in determining intraindividual strengths and weaknesses, and thus contribute to instructional planning. (DB)

Studied the factorial invariance of a seventh grade reading assessment across groups of 600 general education and 1,128 limited English proficient students. Fit statistics generally supported invariance across all groups for factor loadings and intercepts, but invariance was not supported for the error variances. (SLD)

Research indicates that both home literacy activities and direct instruction of reading skills promote reading development. The current study investigates how parent-led direct teaching activities impact emergent literacy. Preschool children (n = 47) were administered subtests from the Test of Early Reading Ability-3 and the Kaufman Survey of…

A generation of reform measures in the Southeastern states appears to be paying off in higher student achievement, as measured by "the nation's report card." Nine- and 13-year-olds from that region, in fact, posted the highest gains in both reading and mathematics on the latest National Assessment of Educational Progress (NAEP)…

This study explores emerging lexical processes that may be the foundation for children's acquisition of morphological knowledge and the relation of these processes to reading comprehension. First and third graders were given two tasks involving lexical analysis of morphologically complex words. Two years later, they were given a measure of…

The purpose of this investigation was to determine if cognitive style (field dependence/independence [FD/I]) and gender interact with passage content to affect reading comprehension. Research on FD/I and its relationship to reading-related and other academic tasks served as the theoretical and empirical basis for the study. While most of the…

The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10-year-olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the…

The authors explored a new means of assessing responsiveness to decoding-skill intervention to model individual differences in the transfer of decoding-skill gains to other aspects of reading acquisition in 35 children, Grades 3 through 5, with reading disabilities. Seven different parameters, representing responsiveness to decoding instruction,…

This study focused on developmental word recognition strategies used by first language (L1) English readers of second language (L2) Japanese. There were two proficiency groups of Japanese learners. The study considered whether or not word recognition strategies are developmental and whether or not L1 orthographic interference (i.e., involvement of…

This paper experimentally examines the effects of the case-markings and the constraint on the assignments and the receptions of thematic roles in Japanese sentence processing. A self-paced reading experiment was carried out with syntactically well-controlled Japanese sentences including homonyms locally ambiguous between nouns and verbs. The…

A meta-analysis was conducted to investigate whether specific reading disorder (SRD) groups demonstrate a deficit in using phonological recoding strategies. Thirty-four studies were reviewed that had compared the nonword reading performances of SRD groups with reading-level matched (RL) control groups. The average nonword reading difference…

The aim of this study was to investigate the effect of instructions of curriculum-based measurement (CBM) of reading on (a) the number of words read correctly and incorrectly per minute and (b) the relationship between CBM reading and reading achievement. Results indicated that the specific instructions used have a significant impact on CBM…

The main objective of the overall Targeted Reading Intervention (TRI) was to help the classroom teacher acquire the key reading diagnostic strategies (e.g., Cooter, 2003; Desimone, 2009; Garet et al., 2001; Timperley & Phillips, 2003) relevant to K-1 struggling readers (e.g., Desimone, 2009; Garet et al., 2001; Guskey, 2002; Joyce &…

As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between…

This paper presents results of Year 2 of an Early Reading First project in a low-income, primarily African American community. Goals of Early Reading First include preparing at-risk preschoolers for school success. This project provided professional development, classroom coaching, books, and materials in support of a literacy-focused preschool…