Much of the early research on teachers' knowledge for reading instruction used instruments that primarily emphasized code-based aspects of reading, unintentionally signaling that meaning-focused knowledge is not essential for teaching foundational reading to elementary-age children. In this study, we developed the Knowledge for Enhancing Reading…

Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today's "science of reading" discourse does not fully capture the complexity of teaching students to read. First, the…

This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three…

As teachers are increasingly being asked and expected to teach across cultural differences and work toward social justice in their classrooms, teacher educators must seriously consider how university course work impacts students in their own classrooms. This article present a four-year qualitative case study investigating the meaning-making of two…

The goals of this study were to (a) develop an empirically based model regarding the development of fluent and automatic reading in the early elementary school years and (b) determine whether fluent text-reading skills provided benefits for reading comprehension beyond those accounted for by fluent word decoding. First-, second-, and third-grade…

Provides an assessment of the linguistic variables which affect the way in which children comprehend verbal data when they read. (RB)

Indicates that black adult and black peer testers elicit significantly more words from black students than do white testers in tests of oral language usage skills. (RB)

Reports the reading achievement during grades one through four of children who participated in a two-year, pre-first grade language arts program. (RB)

Explores the ability to decode phrases and clauses, using children at three developmental levels to determine the effects of syntactic structure on the eye-voice span. (RB)

Presents and discusses findings from exploratory research on the effect of grouping and pace on reading acquisition. (RB)

Research supports Samuels' focal attention hypothesis for acquiring reading responses to novel words presented in isolation. (RB)

Concludes that cue systems within words (graphics) are affected by syntactic and semantic cue systems within the sentences. (RB)

Concludes that it is possible to determine the strategies that beginning readers use for translating print into speech, and translation strategies are influenced significantly by the class instruction. (RB)

Reports two experiments analyzing the effects of different types of word misidentification on children's understanding of connected discourse. Results vary depending upon the way comprehension is assessed. (AA)

Investigated within-sentence contextual constraints in a sentence-completion task completed by 408 students from grade 6. (AA)