The argument here is that learning to read for young people in school is not a monolithic process but, rather, consists of multiple and differentiated pathways involving the acquisition of diverse reading practices and cultural ideologies embedded in a broad range of social and cultural contexts. Such a view of learning to read entails…

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…

Purpose: This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Methods: Students (n = 43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led…

Background: Beginning reading skills are often taught using phonics. Research has demonstrated the effectiveness of phonics with typically developing students, but less research has evaluated this method with students with intellectual disabilities. Method: This paper evaluated the computerized phonics-based intervention Headsprout Early Reading®…

This study compared the efficacy of the Headsprout© Early Reading (HER) program with SENCO-delivered supplementary literacy instruction. Participants were primary school children (aged 6-9) in receipt of free school meals and supplementary literacy instruction. Data were collected within their school setting. The treatment group received HER…

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five…

This study aimed to determine whether the reading skills of third-grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less-skilled readers. Through a…

This article highlights considerations for teachers when selecting and using e-books and e-book applications (apps) with beginning readers during guided and independent reading. A framework for examining e-books and e-book apps is suggested, and several apps and related digital features are described. The article also includes an overview of…

The purpose of this brief is to present an overall picture of how well early reading interventions are working for students in Grades 1-3. Using a meta-analytic approach, this paper combines findings from several studies to determine the effectiveness of early reading interventions for students who are struggling with learning to read.

Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education's i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an…

This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound…

Purpose: Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Method: Here, we provide an overview of some of the factors that impact early reading development for…

In an effort to improve oral reading, beginning and remedial reading programs in English focus on phonological awareness skills and recoding with grapheme--phoneme correspondences. The meanings of the words children practice reading aloud are given little emphasis. Some studies now suggest semantic knowledge may have a direct effect on children's…

Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these practices. The real work of developing these systems often happens in the detailed-oriented and…

Reading comprehension is a fundamental skill that all individuals should have. A foundation of reading set in children's early years is integral to proper growth and development. Parents or guardians should spend quality time reading to their children at home prior to children attending school. Teachers should construct language arts programs,…