The purpose of the present study was to investigate the role of gender and linguistic diversity in the growth of Dutch word decoding skills throughout elementary school for a representative sample of children living in the Netherlands. Following a longitudinal design, the children's decoding abilities for (1) regular CVC words, (2) complex…

The highly regular orthographies (spelling systems) of many nations expedite literacy development, and their children experience a rapid transition from early literacy (learning to read and write) to sophisticated literacy (reading and writing to learn). In contrast, English orthographic complexity impedes literacy development, particularly for…

Attention deficit hyperactivity disorder (ADHD) and reading disability (RD) frequently co-occur in the child population and therefore raise the possibility of shared genetic etiology. We used a quantitative trait loci (QTL) approach to assess the involvement of the dopamine transporter (DAT1) gene polymorphism in mediating reading disability and…

This study focused on a comparison of the visuo-spatial abilities (correct rate and speed) between dyslexic and normal students in Taiwan and Hong Kong. There were a total of 120 10-12 year old students. Thirty students had been diagnosed as dyslexic in Taiwan (T.W. dyslexia) and thirty students had been diagnosed as dyslexic in Hong Kong (H.K.…

Beginning in elementary school, those students who struggle to acquire basic reading skills tend to demonstrate a stronger tendency towards task avoidance. As a result of their avoidant behaviors, students' reading ability progresses at a slower rate, which leads to further task evasion. The current study addressed task avoidance among…

Today's media specialist can and should become an integral part of the school's efforts to improve student reading and test scores. A media specialist can have an influence on student reading in many ways. One should always remember that the ultimate goal of media specialists is to develop in their students a love of reading as a pleasurable…

This NFER report has been produced for the Education Endowment Foundation and its evaluation of a speaking and listening intervention combining two programmes: the Vocabulary Enrichment Intervention Programme (VEIP) and the narrative Intervention Programme (NIP). The intervention was used with pupils who needed extra support to improve their…

Catch Up® Literacy is a structured one-to-one literacy intervention for pupils between the ages of 6 and 14 who are struggling to learn to read. It teaches pupils to blend phonemes (combine letter sounds into words), segment phonemes (separate words into letter sounds), and memorise particular words so they can be understood without needing to use…

This dissertation examines the way in which sonnets improved reading comprehension through a case study. The study was conceptually framed around the ideas of the New Critics, who employed two particular fallacies to ensure the most accurate reading of literature. The purpose of the study was to see the potential benefits that could come from…

The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating 8 evidence-based fluency-building instructional strategies into a structured program that can be feasibly implemented by educators. The HELPS Program has been shown in previous research to significantly improve elementary-aged students' reading…

The purpose of this quantitative correlation study was to research the influence of reading proficiency on global self-concept (TOT) for sixth-grade proficient readers and below proficiency readers, as well as the self-concept domains of Behavioral Adjustment (BEH), Intellectual and School Status (INT), Physical Appearance and Attributes (PHY),…

The present study examined the verbal learning performance and the semantic organization used by Greek reading-disabled readers as compared to a control group using a list-learning task. The sample consisted of 45 elementary school children with reading difficulties and 45 comparison children matched for age and gender. Tests of reading ability,…

The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar…

The role of literacy instruction--and more specifically the ability to read critically--in democratic and Social Studies education has not been fully or explicitly explored. This gap is also strikingly evident in the reluctance of many Social Studies teachers to incorporate reading instruction into their practice. In this paper we describe our…

Significant numbers of children (6% of 11-year-olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by…