Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word…

The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student's most foundational reading skill need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and…

The purpose of this yearlong study was to examine literate identity development of first-grade students in a student-centered, literature-based classroom where meaning making was privileged over decoding skills. This cross-case analysis traced the identity trajectories of two case studies: one student with strong decoding skills (above grade level…

School psychologists regularly use decision rules to interpret student response to intervention in reading. Recent research suggests that the accuracy of those decision rules depends on the duration of progress monitoring, the number of observations available, and the amount of measurement error present. In this study, we extended existing…

With the advent of new research paradigms and the prevalence of diverse influential factors, the intriguing issue nowadays is to identify what actually determines English as a second language (ESL) learners' reading comprehension. This study examined gender, socioeconomic status (SES), and ethnicity as predictors of ESL learners' reading age and…

Increasingly, children enter the school system with a home language that differs from the language of the majority. Consequently, classrooms have students with diverse language backgrounds and teachers must develop reading comprehension instruction that meets the needs of all their students. To successfully plan instruction, it is critical for…

Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being 'wired' in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of…

The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present…

Extensive reading has been continuously studied as a promising instructional method for improving students' language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta-analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether…

Students from economically disadvantaged backgrounds in Australia have persistently performed at relatively low levels in national and international tests of reading literacy. Research attention is required to look for new models to promote reading and reading engagement for disadvantaged students. The current study discussed a case study derived…

This qualitative case study examined two first-grade teachers' scaffolding within daily small-group reading instruction for students identified as having the most difficulty with reading and how the scaffolds supported students' reading. This research occurred in two first-grade classrooms at Springville Elementary School, a school in a rural town…

A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. To do this, researchers must identify the learning patterns exhibited by those interacting with the system. In the present work, we use clustering analysis to capture learning patterns in over…

We developed a version of AutoTutor that helps struggling adult learners improve their comprehension strategies through conversational agents. We hypothesized that the accuracy and time to answer questions during the conversation could be diagnostic of their mastery of different reading comprehension components: words, textbase, situation model,…

Intrinsic reading motivation plays a pivotal role in increasing reading frequency, strengthening engagement in learning, and growth in reading skills. Identifying specific teacher behaviors that foster intrinsic reading motivation and exploring the relationship between reading motivation and reading development can inform efforts to improve…

The current study explored relations between non-cognitive traits (Grit, Learning Orientation, Performance Orientation), reading skill, and performance across three experiments conducted in the context of two intelligent tutoring systems, iSTART and Writing Pal. Results showed that learning outcomes (comprehension score, holistic essay score) were…