This article reports the outcomes of community participation and quality learning education resulting from the MEMBACA II project. MEMBACA (Making Early Matter through Books and Community Action) is a literacy project that targets young children in Indonesia. The MEMBACA project includes teacher training, community reading activities, and…

All over the world, great strides have been made in conquering illiteracy. Yet, many adults and children do not spend sufficient time reading to benefit from the well-documented rewards of reading for pleasure. In many countries, literacy achievements have not inherently solved the problems of low reading comprehension and limited engagement with…

Classroom reading instruction is the foundation of Multi-Tiered Systems of Support in Reading (MTSS-R) and the focus of many state reading reforms, initiatives, and policies. The purpose of this study was to evaluate whether comprehensive and coordinated Tier 1 core reading instruction was associated with higher early reading outcomes of students…

This article is a rejoinder to J.S. Bowers (2020), 'Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction', "Educational Psychology Review" (https://doi-org.bibliotheek.ehb.be/10.1007/s10648-019-09515-y). There is strong agreement among reading scientists that learning the phonological…

The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to…

Recognizing the academic benefits of access to print for young children, book distribution programs abound in the United States. Designed to promote book ownership for low-income families, programs have unique delivery systems, leading to a largely fragmented policy. This article describes an urban city's effort to build a coordinated book…

From 2006 the British government strongly favoured synthetic phonics as the principal approach for the teaching of initial literacy in state-funded primary schools in England, and since 2010 has made it mandatory. In 2007-2013 just over 100 commercially published phonics schemes were available, and in that same period the government maintained a…

This article presents the results of a comprehensive survey, carried out with 520 early childhood teachers from 68 Early Childhood Education (ECE) institutions located in the western region of the state of São Paulo, Brazil. The research aimed to verify the effects of the National School Library Program- PNBE -- in the formation of readers. The…

Students displaying reading difficulties/disabilities at the end of third grade are unlikely to succeed in content areas and graduate from high school. One alternative to meeting the learning needs of students is to provide explicit instructional support in basic literacy skills through computer-based reading programs via after-school programs.…

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics-based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised…

While there is consensus that self-corrections (SCs) ought to be coded as part of oral reading assessments, less agreement exists as to what, if any, role self-correcting plays in reading development. The purpose of this study was to address limitations of prior research and provide a more statistically accurate estimate of the role of SC in early…

Given the large number of students from immigrant and refugee backgrounds in Canadian schools, our study investigates to what extent an open access multilingual digital platform, Storybooks Canada (https://www.storybookscanada.ca/), might serve the interests of elementary school English language learners. Our study drew on insights from 13…

Multi-tiered Systems of Support (MTSS) frameworks are designed to directly support students with, and at risk for, disabilities by providing timely, aligned, and coordinated supports, with the goal of preventing or ameliorating the effects of early risk. Yet developing and implementing MTSS in beginning reading is a complex process. Many schools…

This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing a two-year multimedia reading programme for rural South African children in grades 1-3, and sought to assess key learning outcomes in existing school computer laboratories. The programme…

Background: Beginning reading skills are often taught using phonics. Research has demonstrated the effectiveness of phonics with typically developing students, but less research has evaluated this method with students with intellectual disabilities. Method: This paper evaluated the computerized phonics-based intervention Headsprout Early Reading®…