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Zhang, Shuai; Prykanowski, Debra A.; Koppenhaver, David A. – Reading Research Quarterly, 2023
More than 800,000 students with autism spectrum disorder (ASD) are served in U.S. public schools, a number that has increased annually for almost 20 years since Individuals with Disabilities Education Act (IDEA) included ASD as an eligibility category. These students often experience widespread and persistent reading comprehension challenges. A…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Reading Difficulties, Reading Comprehension
Li, Sha; Woore, Robert – Reading Research Quarterly, 2023
The teaching of L2 phonics, defined here as explicit instruction in the symbol-sound correspondences of a second or foreign language, has been enjoying growing popularity in recent years. This is associated with the reemphasis of phonological decoding in different aspects of L2 learning, and learners' difficulty in developing L2 decoding…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Decoding (Reading)
Nash, Brady L.; Brady, Randi Beth – Reading Research Quarterly, 2022
English language arts (ELA) teachers and literacy researchers are increasingly attending to the ways that digital technologies may be integrated into the curriculum. Video games, which now feature extensive narrative structures, interactive play systems, and complex multimodal semiotics, offer one avenue through which ELA teachers can expand upon…
Descriptors: Video Games, Secondary Education, Language Arts, English
Castells, Núria; Minguela, Marta; Solé, Isabel; Miras, Mariana; Nadal, Esther; Rijlaarsdam, Gert – Reading Research Quarterly, 2022
Studies have shown that inferential questions encourage a more in-depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth-grade students' (13- to 14-years old) ability to answer intra- and…
Descriptors: Reading Strategies, Questioning Techniques, Comparative Analysis, Middle School Teachers
Moussa, Wael; Koester, Emily – Reading Research Quarterly, 2022
Research has indicated that reading aloud to young students can enhance their foundational reading skills and their reading motivation, but such research has been lacking in African contexts. In this study, we assessed the efficacy of story read-aloud lessons in improving students' foundational reading skills in Nigeria. The experiment took place…
Descriptors: Story Reading, Oral Reading, Reading Aloud to Others, Reading Instruction
Sargiani, Renan de Almeida; Ehri, Linnea C.; Maluf, Maria Regina – Reading Research Quarterly, 2022
In this experiment, we examined whether beginning readers benefit more from grapheme-phoneme decoding (GPD) than from whole-syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese-speaking first graders (M age = 6 years 1 month) who knew letter names but could not read or write words were randomly…
Descriptors: Foreign Countries, Beginning Reading, Reading Instruction, Decoding (Reading)
Capin, Philip; Roberts, Greg; Clemens, Nathan H.; Vaughn, Sharon – Reading Research Quarterly, 2022
In this study, we examined the extent to which teachers' treatment adherence, instructional quality, and the interaction of these variables influenced eighth-grade students' content knowledge and reading comprehension. We examined treatment fidelity for students (n = 775) in classes randomly assigned to receive an evidence-based content area…
Descriptors: Evidence Based Practice, Reading Programs, Reading Instruction, Instructional Effectiveness
Colenbrander, Danielle; Parsons, Liam; Bowers, Jeffrey S.; Davis, Colin J. – Reading Research Quarterly, 2022
Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies have used a wide variety of training methods. Questions remain about what type of morphological instruction is most effective and under which circumstances. In this study, we conducted a randomized…
Descriptors: Elementary School Students, Grade 3, Grade 5, Reading Instruction
Rice, Marianne; Erbeli, Florina; Thompson, Christopher G.; Sallese, Mary Rose; Fogarty, Melissa – Reading Research Quarterly, 2022
The National Reading Panel identified phonemic awareness (PA) as one of the five components of reading and found explicit instruction effective in developing PA skills in students. In the current meta-analysis, we explored the extent to which PA instruction was effective for developing PA skills in preschool through first-grade students and…
Descriptors: Phonemic Awareness, Reading Instruction, Reading Skills, Preschool Children
August, Diane; Uccelli, Paola; Artzi, Lauren; Barr, Christopher; Francis, David J. – Reading Research Quarterly, 2021
In this cluster randomized control trial study, the authors explored the efficacy of an intervention designed to improve second-grade English learners' knowledge of challenging, high-utility English vocabulary. The authors also examined whether the intervention had a differential effect on content words that differ on two attributes (cognate…
Descriptors: English Language Learners, Vocabulary Development, Academic Language, Reading Instruction
Gellert, Anna S.; Arnbak, Elisabeth; Wischmann, Signe; Elbro, Carsten – Reading Research Quarterly, 2021
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long-term transfer effects to untaught words and…
Descriptors: Intervention, Reading Instruction, Reading Comprehension, Instructional Effectiveness
Roberts, Theresa A. – Reading Research Quarterly, 2021
In this article, I illustrate how research from cognitive science and the science of reading can inform research on the science of reading instruction. This purpose is accomplished by focusing on four recently published randomized control trials of instruction designed to teach alphabet letters to 3- and 4-year-old children (N = 342) attending…
Descriptors: Initial Teaching Alphabet, Reading Research, Reading Instruction, Preschool Children
Ray, Karen; Dally, Kerry; Colyvas, Kim; Lane, Alison E. – Reading Research Quarterly, 2021
The ultimate goal of reading is to comprehend written text, and this goal can only be attained if the reader can decode written words and understand their meanings. The science of reading has provided compelling evidence for the subskills that form the foundation of decoding. Decoding words requires understanding of the alphabetic principle and…
Descriptors: Kindergarten, Young Children, Handwriting, Writing Instruction
MacKay, Elizabeth; Lynch, Elise; Sorenson Duncan, Tamara; Deacon, S. Hélène – Reading Research Quarterly, 2021
The reading wars were fought over the importance of sentence- versus word-level information to students' reading. As the field considers new debates on the science of reading, we argue here that sustained empirical inquiry into the role of sentence-level information in students' reading skill is needed. These investigations could be particularly…
Descriptors: Sentences, Reading Comprehension, Reading Instruction, Instructional Effectiveness
Paige, David D.; Young, Chase; Rasinski, Timothy V.; Rupley, William H.; Nichols, William D.; Valerio, Meghan – Reading Research Quarterly, 2021
The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big…
Descriptors: Reading Instruction, Instructional Effectiveness, Teaching Methods, Reading Strategies