The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The…

The current pilot study compares the overall academic achievement in the area of language arts literacy among elementary bilingual students enrolled in either a Dual Language: Two-Way Immersion program or in an Early Exit, Transitional Bilingual program in a large urban public school district. By analyzing the results of curriculum based measures…

In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component "skills" of reading, an assumption vigorously contested in this…

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and…

"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…

Targeted to children as young as 3 months old, there is a growing number of baby media products that claim to teach babies to read. This randomized controlled trial was designed to examine this claim by investigating the effects of a best-selling baby media product on reading development. One hundred and seventeen infants, ages 9 to 18 months,…

The present study examined the relationship between children's early literacy-related abilities and their reading achievement in late elementary school in the context of a Puerto Rican community in Massachusetts. The researcher examined four years of student achievement test data from the public elementary schools of Holyoke, Massachusetts. The…

The study evaluates the efficacy of an intensive, reading intervention, a dropout prevention intervention, and an intensive, reading intervention plus dropout prevention on high school students' reading achievement and rates of dropout/school engagement. This paper focuses on the reading intervention and on reading outcomes. Data on the drop out…

The simple view of reading admits two components in accounting for individual differences in reading comprehension: a print-dependent component related to decoding and word identification, and a print-independent one related to oral language comprehension. It has been debated whether word or nonword reading is a better index of the print-dependent…

The present study examined intake data from 384 participants with autism spectrum disorders (ASD) and a comparison group of 100 participants with dyslexia on nine standardized measures of decoding and comprehension. Although diagnostic groups were based on parental reports and could not be verified independently, we were able to observe…

This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions…

Children with hyperlexia display spontaneous superior word decoding ability before the age of five but impaired listening and reading comprehension. They have direct phonological processing of any given text with apparent ease and often well beyond their vocabulary usage. Though they can recognise and read words, words appear meaningless. As a…

We examined growth trajectories of writing and the relation of children's socioeconomic status and language and/or speech impairment to the growth trajectories. First-grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a…

This article describes the development and initial implementation of the Comprehension and Learning from Text Survey (CoLTS), an instrument designed to assess teachers' specialized knowledge for comprehension instruction in the context of discussion. CoLTS is a paper-and-pencil test that engages teachers in analyzing a text to identify the most…

The purpose of this study was to investigate the effect of impaired reading skills and visual discomfort on the reading rate and comprehension of university students when reading texts presented at a high school (Grade 9) or university (Grade 12) level of difficulty. Groups included impaired readers (n = 18) and normal readers with (n = 13) or…