We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individual differences, including student designations of limited English proficiency and special education…

The primary objective of this special issue is to synthesize results from recent reading fluency research endeavors, and to link these findings to practical uses of reading curriculum-based measurement (R-CBM) tools. Taken together, the manuscripts presented in this issue discuss measurement work related to new metrics of indexing student reading…

This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed…

This study was designed to (1) investigate the procedure responsible for successful written subject-verb agreement, and (2) describe how it develops across grades. Students in Grades 3, 5 and 12 were asked to read noun-noun-verb sentences aloud (e.g., "Le chien des voisins mange" ["The dog of the neighbors eats"]) and write out…

This study aimed at assessing the effects of letters' connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and…

The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and…

Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive…

The present 10-year longitudinal study examined how rapid automatized naming (RAN) components--articulation time and pause time--relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word…

The present study examined the role that adolescents' dyslexia plays in their educational expectations, as well as their parents' expectations concerning their offspring's future education. To investigate this, 170 adolescents were asked to report their educational expectations on two occasions while they were still attending…

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The…

This study reports on the effects of the Pathway Project, a professional development intervention aimed at supporting the academic language development of English Learners (ELs). Using a subset of data collected during a multi-site cluster randomized controlled trial involving nine middle and six high schools in an urban, low-income school…

The purpose of this research was to understand better how morphemic units are encoded and auto-organised in memory and how they are accessed during writing. We hypothesised that the activation of morphemic units would not depend on rule-based learning during primary school but would be determined by frequency-based learning, which is a process…

The purpose of the present study was to investigate developmental differences in lexical processing and sensitivity to the positional information of constituent morphemes with reference to Chinese word-reading ability. One hundred mainland Chinese children (50 second graders and 50 third graders) and 22 high school students were tested with a…

The purpose of this study was to extend the research on adolescents' motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation…

This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6 years old) and Grade 7 (12-13 years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of…