Few second-language (L2) reading studies have examined the relationship between reading large amounts of text and fluency, and those studies that have tend to be problematic in terms of their designs and/or analyses. In order to address this lack of empirical L2 reading fluency research, this study investigates the effects of a 1-year pleasure…

The simple view of reading admits two components in accounting for individual differences in reading comprehension: a print-dependent component related to decoding and word identification, and a print-independent one related to oral language comprehension. It has been debated whether word or nonword reading is a better index of the print-dependent…

Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 x 2 x 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB +…

This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers…

The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological…

"Peer-Assisted Learning Strategies" and a similar program known as "Peer-Assisted Literacy Strategies" are peer-tutoring programs that supplement the primary reading curriculum (Fuchs, Fuchs, Kazdan, & Allen, 1999; Mathes & Babyak, 2001). This review uses the acronym "PALS" to encompass both programs and their…

Purpose: The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of…

This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions…

This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three…

The purpose of this study is to examine the effects of morphological instruction on language and literacy outcomes by synthesizing 92 standardized mean differences (d) from 30 independent studies. Findings show a moderate overall effect of morphological instruction ([d-bar] = 0.32), suggesting that children receiving morphological instruction…

An action research project was undertaken focused on integrating recorded readings and Retrospective Miscue Analysis (RMA) into center-based instructional time in a third-grade classroom. Initial DIBELS test results were used to select 6 struggling readers, all of whom showed improved fluency in response to our instructional interventions. The…

The purpose of the study was to implement and evaluate the effectiveness of the Peer-Assisted Learning Strategies (PALS) supplemental reading program to determine if there was an increase in sixth grade students' reading comprehension, oral fluency, and attitude toward reading, specifically when reading nonfiction text. One-hundred sixty-four…

The purpose of this study was to determine the effects of an intervention of five researched reading strategies on fifth-grade students' "word callers" reading achievement. Twenty-one fifth-grade students attending elementary schools in midwestern United States participated in this study. Students were randomly assigned to either the…

The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was…

We examined the degree to which child, family, and treatment variables predicted treatment outcomes for reading and math achievement and oppositional behavior in a sample of 135 young children (105 boys and 30 girls). All of the participants met "Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision"…