NotesFAQContact Us
Search Tips
Publication Date
In 20194
Since 20189
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Giusto, Michelle; Ehri, Linnea C. – Journal of Learning Disabilities, 2019
This experiment examined whether a partial read-aloud accommodation with pacing (PRAP) would improve the reading comprehension of poor decoders but not average decoders compared to standard testing procedures. Participants were 82 third graders with at least average listening comprehension skills: 28 were poor decoders, and 54 were average…
Descriptors: Instructional Effectiveness, Reading Aloud to Others, Reading Tests, Testing Accommodations
Peer reviewed Peer reviewed
Direct linkDirect link
Kent, Shawn C.; Wanzek, Jeanne; Yun, Joonmo – Assessment for Effective Intervention, 2019
This study examined the predictive validity and classification accuracy of individual- and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students was assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of…
Descriptors: Screening Tests, Grade 4, Elementary School Students, At Risk Students
Peer reviewed Peer reviewed
Direct linkDirect link
Deacon, S. Hélène; Kieffer, Michael – Journal of Educational Psychology, 2018
The authors tested theoretically driven predictions as to the ways in which syntactic awareness, or awareness of word order within sentences, might contribute to reading comprehension, the end goal of reading development and instruction. They conducted a longitudinal study of 100 English-speaking children followed from Grade 3 to 4. Children…
Descriptors: Syntax, Longitudinal Studies, Reading Comprehension, Prediction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Barber, Mariah; Cartledge, Gwendolyn; Council, Morris, III; Konrad, Moira; Gardner, Ralph; Telesman, Alana O. – Learning Disabilities: A Contemporary Journal, 2018
This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of…
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, Culturally Relevant Education
Peer reviewed Peer reviewed
Direct linkDirect link
Dussling, Tess M. – Literacy Research and Instruction, 2018
While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. This study investigated the effects of a supplemental reading program that builds phoneme awareness skills and emphasizes explicit instruction in the alphabetic…
Descriptors: English Language Learners, Instructional Effectiveness, Supplementary Education, Reading Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Bowers, Lisa M.; Schwarz, Ilsa – Reading & Writing Quarterly, 2018
Among the academic challenges faced by students from low-socioeconomic status (SES) homes is the loss of academic skills during the summer months. A total of 22 elementary students from low-SES homes participated in a summer program designed to improve oral and written narrative skills. We gathered oral and written narrative samples at the…
Descriptors: Summer Programs, Low Income Groups, Literacy Education, Reading Programs
O'Connor, Rollanda E. – Journal of Learning Disabilities, 2018
The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…
Descriptors: Reading Fluency, Reading Difficulties, Reading Rate, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Kremin, Lena V.; Arredondo, Maria M.; Hsu, Lucy Shih-Ju; Satterfield, Teresa; Kovelman, Ioulia – International Journal of Bilingual Education and Bilingualism, 2019
Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and…
Descriptors: Literacy, Spanish, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Peng, Peng; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Kearns, Devin M.; Gilbert, Jennifer K.; Compton, Donald L.; Cho, Eunsoo; Patton, Samuel – Journal of Learning Disabilities, 2019
This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general…
Descriptors: Reading Comprehension, Reading Difficulties, At Risk Students, Predictor Variables