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Direct linkMark Betteney – Literacy, 2025
This article explores the underpinning assumptions about the changing definition and parameters of early reading that are contained in successive UK Departments for Education (DfE, DfES, DfEE) documentation since 1995 and in Ofsted (Office for Standards in Education, Children's Services and Skills) reports and official blogs during the same…
Descriptors: Educational Change, Educational Policy, Reading Instruction, Phonics
Download full textLeija, María G.; Martinez, Miriam; DeJulio, Samuel – Texas Journal of Literacy Education, 2023
Teachers of beginning readers have choices in the books they select. A careful look at the features of books provides an informed basis for choosing books that engage young readers. In this article we share insights from a comparative content analysis of leveled readers and Geisel award books that can motivate children to read and prepare them for…
Descriptors: Reading Instruction, Beginning Reading, Books, Reading Material Selection
Pugh, Alia; Kearns, Devin M.; Hiebert, Elfrieda H. – Reading Research Quarterly, 2023
Researchers disagree about the value of controlling the decodability of texts for students with reading difficulty, specifically what type of text they should read: "decodable texts" (words limited to taught patterns), "nondecodable" texts (those not limited by instruction), or "both." We analyzed the effects of…
Descriptors: Decoding (Reading), Reading Difficulties, Beginning Reading, Intervention
Goldfeld, Sharon; Beatson, Ruth; Watts, Amy; Snow, Pamela; Gold, Lisa; Le, Ha ND; Edwards, Stuart; Connell, Judy; Stark, Hannah; Shingles, Beth; Barnett, Tony; Quach, Jon; Eadie, Patricia – Australian Journal of Learning Difficulties, 2022
This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a…
Descriptors: Oral Language, Beginning Reading, Early Intervention, Preschool Children
Nilvius, Camilla; Carlsson, Rickard; Fälth, Linda; Nordström, Thomas – Cogent Education, 2021
This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility…
Descriptors: Response to Intervention, Reading Difficulties, Reading Instruction, Primary Education
Noella Mackenzie – Qualitative Research Journal, 2025
Purpose: To become good at anything we need to practice. However, in the classroom context, much of the reading time is devoted to instruction rather than practice. Reading practice should be daily. Text choice, motivation and reading for pleasure all interact to support implicit learning. Design/methodology/approach: Review and synthesise the…
Descriptors: Elementary School Students, Elementary School Teachers, Beginning Reading, Independent Reading
