When young children of Color from minoritized communities read decodable readers mandated by their school districts, children approach reading the texts with the expectation that the texts will make sense. While decodable readers allow children to apply their knowledge of phonics skills in context to support their word recognition, they tend to…

The purpose of this qualitative case study was to explore how K-2 teachers perceive the effectiveness of multi-sensory phonics methods used in conjunction with a standards-based reading curriculum on students' reading acquisition skills, students' decoding abilities, and student engagement in an inclusive classroom at a public charter school in…

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…

Set for variability (SfV) is an oral language task that requires an individual to disambiguate the mismatch between the decoded form of an irregular word and its actual lexical pronunciation. For example, in the task, the word wasp is pronounced to rhyme with clasp (i.e. /waesp/), and the individual must recognize the actual pronunciation of the…

This phenomenological study reports findings related to preservice teachers' experiences mentoring early elementary readers. Preservice teachers in this study were enrolled in a literacy methods course designed to develop their understanding of early literacy, including knowledge of the written code and culturally sustaining and historically…

Learning to read begins at home through everyday parent-child interactions, long before children attend school. Parents' continuing support of literacy development throughout elementary school positively affects their children's reading ability. Many recent efforts to motivate parents to be involved in their child's literacy development involve…

Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…

Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…

Manipulative objects have long been an essential tool in the development of mathematics knowledge and skills. A growing body of evidence suggests using manipulative letters for decoding practice is an also an effective method for teaching reading, particularly in improving the phonological and decoding skills of students at risk for reading…

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 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 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…

The Common Core set a standard for all children to read increasingly complex texts throughout schooling. The purpose of the present study was to explore text characteristics specifically in relation to early-grades text complexity. Three hundred fifty primary-grades texts were selected and digitized. Twenty-two text characteristics were identified…

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…

Suggests strategies which include risk-taking, monitoring one's own reading, and self-correction for helping beginning readers gain meaning from the printed word. (MKM)