In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned…

Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more…

The aim of this experiment was to investigate how glossing influences second language (L2) reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty…

This research aims to determine the efficacy of the reading intervention program (OKU-GEL) in improving the fluent reading skills of primary school students with dyslexia. The model of the research is the changing criterion design from single-subject research models. The research was carried out with three Turkish-speaking male students attending…

Louisiana's literacy strategy is grounded in a robust set of policies driven by several legislative actions. From the 2022 Regular Legislative Session, Act 520 requires a single universal screener and a report of results for all students in Kindergarten through third grade. Further, Act 517 (2022) requires that all literacy instructional materials…

The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…

The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…

A growing body of research suggests that growth in early literacy skills, including letter sound fluency, is predictive of later reading outcomes. In turn, educators and school psychologists use measures of letter sound fluency to monitor student response to early reading instruction. Limited research has evaluated whether decision-making…

Reading fluency is a major determinant of reading comprehension but depends on moderating factors such as auditory working memory (AWM), word recognition and sentence reading skills. We investigated how word and sentence reading skills relate to reading comprehension differentially across the first 6 years of schooling and tested which reading…

This dissertation is an examination of one reading fluency intervention presented in digital form. It begins as an overview of the academic challenges faced by students classified as emotional behavioral disorder in our P-12 schools, due to challenges accessing the curriculum. Children that also have reading fluency deficits have an even more…

Background: The important role of phonological processing for reading has been demonstrated by many studies. The purpose of this research was to investigate the role of phonological processing for reading in Russian. Specifically, we tested whether the overall complexity of a phonological task predicts reading fluency and reading comprehension.…

Intensive reading and extensive reading (ER) are two activities that have distinct purposes and require different instructional setups. Whereas intensive reading focuses on reading skills that enable students to deconstruct text in order to find the main idea, supporting details, and discrete information, ER allows students to read for pleasure…

Repeated reading (RR) is one of the most widely studied reading fluency interventions. The procedure has been studied independently, as well as in conjunction with up to five different add-on intervention components. Such add-on interventions target skills, including syllable segmentation, grammar, and vocabulary, each of which has been identified…

This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our…

Background: Children's comprehension of single texts relies on both foundational and higher-level skills. These are also assumed to support multiple-document comprehension, but their relative importance has not been examined, to date. Multiple-document comprehension additionally requires the identification and use of information about each…