This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…

We investigated the effect of a morphological awareness intervention on the morphological awareness and reading skills of a 6-year-old student who was struggling with early reading skills and had a history of speech and language impairment. We conducted a 7-week intervention designed to increase the student's awareness of affixes and the meaning…

We reintroduce a wide-angle view of reading comprehension, the Reading Systems Framework, which places word knowledge in the center of the picture, taking into account the progress made in comprehension research and theory. Within this framework, word-to-text integration processes can serve as a model for the study of local comprehension…

Dyslexia and other learning disabilities are not being properly recognized and treated in our educational system or society at large. Unrecognized and untreated learning disabilities represent a serious social and economic problem, not only to the individual but to society as a whole. For example, antisocial behavior, as seen in prison populations…

The purpose of the study was to address possible text complexity shifts across the past six decades for a continually best-selling first-grade core reading program. The anthologies of one publisher's seven first-grade core reading programs were examined using computer-based analytics, dating from 1962 to 2013. Variables were Overall Text…

The purpose of this study was to examine the effects of diagnostic formative assessment feedback on early literacy skills. The participants were 12 first-grade general education teachers and 51 of their students who were assigned to the following treatments, diagnostic feedback and skills feedback (control) which lasted for 10 weeks. During the…

The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…

The learning of modern languages in primary school (PL) was recently promoted to statutory status in the curriculum of England and Wales, but practice remains patchy. Low PL capacity amongst primary school teachers and constraints on curricular time persist. Viewed through the lenses of policy, learning theory and context, current PL practice can…

This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction…

Hyperglossing -textual and/or pictorial representations of lexical items is found to be aiding the development of decoding, and narrow reading is a useful strategy for L2 reading pedagogy. Although the research on glossing provides mixed findings regarding the benefits, it is also acknowledged that glossing improves especially incidental…

The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen…

The research question was, "What text characteristics do primary teachers think are most important for early grades text complexity?" Teachers from across the United States accomplished a two-part task. First, to stimulate teachers' thinking about important text characteristics, primary teachers completed an online paired-text…

This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth-grade students were randomly assigned to treatment (n = 25) and comparison (n =…

The "Lindamood Phonemic Sequencing"® program is designed to improve reading and spelling skills by teaching students the skills needed to decode and encode words and to identify individual sounds and blends in words. The WWC has updated its 2008 review of "Lindamood Phonemic Sequencing"® to include 16 new studies, two of which…

Although a solid body of research concerning the role of analogies in reading processes has emerged at a variety of age groups and reading proficiencies, few of those studies have focused on analogy use by readers enrolled in college developmental reading courses. The current study explores whether 232 students enrolled in mandatory (by placement…