This paper is a systematic replication of a previous study performed by Alber-Morgan et al. (2007) to examine the effects of repeated reading with systematic error correction (SEC) procedures to increase the reading fluency and comprehension skills of three elementary students with mild intellectual disability and other comorbid disorders. A…

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for…

The category of nonfiction picture books has changed in the past few decades, putting more emphasis on engaging writing styles, attention to accuracy, and using synergic relations between images and texts. As a result of this shift, the strategies taught to students for reading nonfiction picture books must change. The author presents five…

Literacy improves lives--and with the right instruction and supports, "all students" can learn to read and write. That is the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom…

In April 2020, Scholastic, together with YouGov, conducted a survey to explore aspirations, family attitudes and behaviors around reading in China. The key findings of this research, based on a nationally representative sample of 1,210 parents and children, including 509 parents of children aged 0-5; and 701 parents of children aged 6-17, are…

Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and…

This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the…

Narrative production draws upon linguistic, cognitive and pragmatic skills, and is subject to substantial individual differences. This study aimed to characterise the development of narrative production in late childhood and to assess whether children's cumulative experience of reading fiction is associated with individual differences in narrative…

A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the…

Oral reading fluency (ORF) assessments measure how quickly and accurately students read within one minute. They are widely used at the elementary level; however, due to the typical structure and class sizes in middle schools, such individualized assessments are less feasible and, therefore, less frequently used. Two exploratory studies…

The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations are moderated by reading difficulties (RD). The sample comprised 128 Finnish sixth-grade students (66 with no reading difficulties [No RD], 31 with mild reading difficulties…

Reading is an indispensable tool in the academic world. Most, if not all, activities in varied collegiate courses entail the act of reading. There are many contributing factors that affect one's ability to read and comprehend text materials effectively. Two of the many factors are the reader's vocabulary size and their reading motivation. This…

Background: Given the increasing popularity of reading from screens, it is not surprising that numerous studies have been conducted comparing reading from paper and electronic sources. The purpose of this systematic review and meta-analysis is to consolidate the findings on reading performance, reading times and calibration of performance…

The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis.…

Learning irregular words involves mental marking of irregular letters in the spelling, a process not fully understood. In a within-subjects experiment, we manipulated the type of scaffolding given to beginning readers to evoke mental marking. We pretested to sort 103 kindergarten and first-grade participants into sequential decoders, who decode…