The present study employed a think-aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during…

We investigate student listening compliance, preference for audio versus print content, and exam performance when professionally produced podcasts are assigned as "readings" and provided in both audio and print formats. Listening/reading compliance for the assigned podcasts was high compared with figures reported in previous research.…

This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling. The sample comprises 11 students with severe dyslexia (2 "SD" below the mean pseudoword scores), and the intervention programme consists of 32 individual sessions over 8 weeks. The study applies a multiple…

Historically it has been reported that deaf students do not achieve age-appropriate outcomes in reading, with this performance often being characterized in terms of a fourth grade ceiling. However, given the shifts in the field during the past 20 years (e.g., widespread implementation of newborn hearing screening, advances in hearing…

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but it has several practical and technical inadequacies, including a large standard error of measurement ("SEM").…

Children with Down syndrome (DS) using intensive computer-based phonics (GraphoGame, GG) were studied. The children's independence and improvement in phonological processing, letter knowledge, word decoding, and reading strategies were investigated. Seventeen children (5-16 years) with DS participated in a crossover design through 8 weeks (one…

According to Ruetzel & Cooter, "… writing and reading are mirror processes with reciprocal benefits" (2019, p. 316). When teachers provide opportunities for reading and writing practice every day, children flourish. What better place to infuse this practice than through children's play. As children play, they think critically, answer…

The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary students. This paper describes the rationale, development, and implementation of an integrated academic-behavior intervention called…

From phonological processing to brain research to orthographic mapping to self-teaching hypothesis, "Shifting the Balance" cuts through the rhetoric (and the sciencey science) to offer readers a practical guide to decision-making about beginning reading instruction. The authors honor the balanced literacy perspective while highlighting…

In this volume, two notable scholars trace the monumental shifts in theory, research, and practice related to reading education and literacy, with particular attention to what they consider the central goal of literacy-making meaning. Each section describes a specific epoch, including a brief snapshot of how the reader of that period is envisioned…

The goal of this quantitative study is to determine if there is a significant difference in the reading proficiency rates for students with disabilities in districts utilizing the State Systemic Improvement Plan (SSIP) as evident by the scores from the English Language Arts portion of the Mississippi Academic Assessment Program (MAAP). This study…

Reading is a complex task that requires integration of information across brain systems that support sensory, language and cognitive processing. Individuals vary widely in reading ability: some read almost effortlessly, while others struggle to make sense of printed text. Factors at multiple levels from genes and brain through environment…

Educators, policy makers, and literacy experts alike have long been concerned with effective reading instruction. Students, however, must be engaged with their reading to make sufficient gains -- yet more traditional models of literacy instruction, typically seen at the secondary level, often fail to take into account the interests and needs of…

Progress in International Reading Literacy Study (PIRLS) was used to measure Indonesian fourth grade elementary school students' reading comprehension in 2006 and 2011. Indonesian students scored among the lowest of the participating countries with a score of 405 in 2006 and 428 in 2011, with the PIRLS average scale score being 500. These results…

In 2 experiments, I studied the effects of the establishment of Incidental Bidirectional Naming (Inc. BiN) for unfamiliar stimuli on reading comprehension for first-grade students. In Experiment 1, I measured the associations, differences, and predictive value between multiple measures of reading comprehension and Inc. BiN stimulus control in 22…