The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained…

This study investigated the oral reading strategy use of 51 first-grade readers in a Chinese Dual-Language Bilingual Education (DLBE) programme. It attempted to answer the following research questions: (1) What reading strategies do first-grade Mandarin Chinese DLBE learners employ to decode Chinese text during oral reading? (2) Do the first-grade…

Background: Of the myriad of reading comprehension (RC) assessments used in schools, multiple-choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper…

This research replicates an earlier study and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people and events,…

This research replicates an earlier study (O'Connor, Beach, Sanchez, Bocian, & Flynn, 2015) and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating…

In this study, we describe young students' actions at point of difficulty in reading and examine changes in their strategic use of sources of information. We examined errors from running records of first graders who entered Reading Recovery (RR) in the fall and ended the year reading at the first-grade level compared with RR first graders who did…

The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were…

Recent research in literacy acquisition has led to an elaboration of instructional programmes that focus on supporting children's progress through successive developmental levels. An example of such an approach is "analogy instruction," the basis of which is that children develop a system of recognition of shared patterns within words…

This study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read…

A study investigated the transfer effect of three different word recognition strategies. Subjects were 90 first- through fourth-grade children randomly drawn from an elementary school population to serve in the experimental group and a like number assigned to a non-instructed control group. Strategies taught to subjects were a graphophonic…

Analyzes adult literacy students' utilization of orthographic and phonological strategies to read sight words, to decode nonwords, to spell words, and to detect rhyming words. Indicates that when encountering difficulties adults were less likely than children to use phonological strategies and were more likely than children to rely on visual or…

Reading development is said to progress in a series of developmental skills and stages that need to be acquired by emerging young readers. The literature on Greek braille reading and its development found that print readers opt for the same text decoding strategy even at the initial stages of development. This article explores the development of…

The purpose of this study was to examine the character identification strategies of Chinese children during their oral reading of a continuous text. Eighteen second graders' oral reading of a story, as well as an interview about their decoding strategies, were audiotaped and transcribed. The results generally converged with those of previous oral…

The influence of word recognition and conceptual knowledge on readers' comprehension of narrative text has become a fundamental assumption associated with text processing in the primary grades. Features of conceptual knowledge such as prior knowledge, content knowledge, domain knowledge, and discourse knowledge are believed to be significant…

A study examined whether illustrations that must be attended to in order to make sense of a text hinder decoding by encouraging dependence on such illustrations for interpretation of text, both for decoding and for answering questions. Subjects--167 first graders--were asked to read four stories, two of which were taken from basal readers and two…