Dyslexia (DYS) can be defined as a reading disorder that is not caused by sensory or cognitive deficits, or by a lack of motivation or adequate reading instruction. Remediation of a deficit in phonological processing has been the focus of most DYS interventions to date, but these studies have had despairingly little impact on generalized reading…

Do pupils who use Accelerated Reader (AR) think differently about reading, do they enjoy reading more and do they do it more often than pupils who do not use AR? We explore this question using two sources of data. The first utilises data from our 2014 annual literacy survey in which more than 32,000 children and young people aged 8 to 18…

The purpose of this intrinsic, holistic case study was to describe and analyze the impact of a rhythmic intervention designed to support literacy skills in second-grade students at-risk of failure of state mandated reading assessment. The theories used to guide this study were Finkelstein (2001) and Hunt's (1966) disability theory, and critical…

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We…

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn "School Psychology Review," "36", 541-561, 2007; Wanzek et al. "Review of Educational Research," "83", 163-195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies…

The current study has been conducted to improve the reading disability of the subject "F" who is a 3rd grade primary school student. The study consists of detection, diagnosis and treatment stages and is an "action research" in line with qualitative research design. The Informal Reading Inventory was used to determine the…

This study examined the hypothesis that assisted writing during reading improves reading comprehension. The hypothesis was derived from sociocognitive and constructivist theory and research and implemented in the form of a curricular intervention called Writing Intensive Reading Comprehension after its main feature of bringing together reading…

Research has found that peers influence the academic achievement of children. However, the mechanisms through which peers matter remain underexplored. The present study examined the relationship between peers' reading skills and children's own reading skills among 4,215 total second- and third-graders in 294 classrooms across 41 schools. One…

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year…

This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11-13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition…

This qualitative study used a sociocultural lens to examine how two bilingual Hispanic first-grade girls demonstrated bilingual reading practices (i.e., heteroglossia and translanguaging) as they discussed and read texts in Spanish and English. One girl predominantly received school reading instruction in Spanish, while the other received school…

Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and…

The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described--the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on…

The Native Community strongly recommends integrating Native language and culture (NLC) into reading instruction to improve outcomes for American Indian/Alaska Native (AI/AN) students. However, little is known about the extent to which recommended practices are used and what might facilitate their implementation. The National Indian Education Study…

Extensive graded reading (EGR) was carried out with a cohort of 600 engineering students in a university in northern Japan. Pre-and post-surveys were conducted to discover changes in the general reading habits of students, their attitudes toward the assessment method and how goals changed over the course of study. The first survey was carried out…