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A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.

The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4. Student outcomes were compared using a quasi-experimental design; some teachers provided the research intervention (Idea Detectives [ID] group), whereas others provided the reading interventions typically offered in their schools (business-as-usual [BAU] group). Nearly 90% of BAU students received alternate evidence-based interventions. Results showed that student outcomes did not differ between the ID and BAU groups. Observational data indicated that revisions were needed to improve the intervention’s feasibility, and qualitative teacher data identified barriers to consistent implementation, as well as strengths and shortcomings of the intervention. Teacher data suggested strong support for the inclusion of selfregulation instruction with reading intervention. This study illustrates the importance of teacher–researcher collaborations for the development of instructional interventions.

Two experiments demonstrate that individual differences among normal adult readers, including lexical quality, are expressed in silent reading at the word level. In the first of two studies we identified major dimensions of variability among college readers and among words using factor analysis. We then examined the effects of these dimensions of variability on eye movements during paragraph reading. More experienced readers (who also were higher in reading speed) read words more quickly, especially less frequent words, while readers with higher lexical knowledge showed shorter early fixations, especially for more frequent words. These results suggest that individual differences in reading may reflect differences in the quality of lexical representations and in reading experience, which is a source of lexical quality. In a second study, we controlled the lexical knowledge readers obtained from new words through a training paradigm that varied exposure to a word’s orthographic, phonological, and meaning constituents. Training exposure to orthographic and phonological constituents affected first pass reading measures, and phonological and meaning training affected second pass measures. Incomplete knowledge of word components slowed first pass reading times, compared to both more complete knowledge and no knowledge. Training effects were mediated by individual differences, pointing to lexical quality and reading experience—which, combined reflect reading expertise —as important in word reading as part of text reading.

This study explores the possibility that early word segmentation is aided by infants’ tendency to segment words with repeated syllables (‘reduplication’). Twenty-four nine-month-olds were familiarized with passages containing one novel reduplicated word and one novel non-reduplicated word. Their central fixation times in response to these as well as new reduplicated and non-reduplicated words introduced at test showed that familiarized reduplicated words were segmented better than familiarized non-reduplicated words. These results demonstrate that infants are predisposed to segment words with repeated phonological elements, and suggest that register-specific words in infant-directed speech may have evolved in response to this learning bias.

Current Arabic reading instruction places strong emphasis on orthographic skills and little emphasis on phonological and morphological skills. Yet, the role of each skill in reading development in Arabic is not well understood. The purpose of this literature review was to examine the degree to which children learning to read in Arabic use orthographic, phonological, and morphological skills when they pronounce Arabic words. We conducted a comprehensive literature search and located 12 studies that examined the relation between these three skills and Arabic word reading for students in grades K–12. Sublexical orthographic skills were associated with Arabic word reading, especially in reading vowelized text. Phonological skills had the strongest relation with reading Arabic words of the three skills, across vowelized and unvowelized texts, and in grades 1–5. Morphological skills were examined in very few studies, but there was some evidence of association with word reading in skilled readers. We discuss the implications of these findings in relation to the design of two national curricula for teaching beginning Arabic reading. Chinese 当今阿拉伯语阅读教学侧重于正字法的技能而较少强调语音和词法的技能。然而,每个技能在阿拉伯语阅读发展中的作用,却是不大清楚的。本文献综述旨在考查正在学习阅读阿拉伯语的儿童,在实行阿拉伯语单词发音时使用正字法、语音和词法等三种技能的程度。本文作者进行了全面的文献检索,找出12个相关研究,其中都有考查从幼儿园到十二年级学生,关于这三种技能与阿拉伯语单词阅读之间的关联。亚词汇正字法技能是与阿拉伯语单词阅读有关联,尤其是与加上元音符号的文本阅读有关联。在三种技能中,语音技能与阿拉伯语单词阅读技能有最强的关联,而且横跨了有和没有加上元音符号的文本,也横跨了一至五年级的学生。很少研究考查词法技能,但有些证据显示这个技能与熟练读者的单词阅读有关联。本文作者讨论这些研究结果,对两个阿拉伯语初级阅读教学的国家课程设计所带来的启示。 Spanish Las instrucciones de hoy día para leer el árabe ponen gran énfasis en las destrezas ortográficas y poca en las destrezas fonológicas y morfológicas. Sin embargo, el papel de cada destreza en el desarrollo de la lectura del árabe no es bien entendido. El propósito de este análisis de la literatura fue el de examinar el grado al que los niños aprendiendo árabe usan las destrezas ortográficas, fonológicas y morfológicas al pronunciar palabras árabes. Hicimos una búsqueda exhaustiva de la literatura y encontramos 12 estudios que examinaban la relación entre estas tres destrezas y la lectura de palabras árabes en estudiantes en los grados K‐12. Las destrezas ortográficas sub léxicas se asociaron con la lectura de palabras árabes, especialmente al leer textos a los cuales se les había añadido vocales. De las tres destrezas, la fonológica tuvo la mayor relación con la lectura de palabras árabes, ya tuviera el texto vocales o no, en los grados del primero al quinto. Las destrezas morfológicas fueron examinadas en muy pocos estudios, pero se encontró evidencia de asociación en la lectura de palabras en estudiantes hábiles. Se discuten las implicaciones de estos hallazgos en relación al diseño de dos planes de estudios nacionales para la enseñanza de la lectura árabe para principiantes. Arabic تعليم القراءة في اللغة العربية حاليًا يركز تركيزًا قويًا على مهارة التعرف على شكل الكلمة وأجزائها بينما يهمش مهارتي الوعي بالصوتيات والصرف بالرغم من إن دور كلاً من هذه المهارات في تطور مهارة القراءة في اللغة العربية غير معروف. الغرض من هذه المراجعة للأبحاث العلمية هو معرفة مدى استخدام الطلاب لمهارة التعرف على الكلمة وأجزائها، مهارة الوعي بالصوتيات، وعلم الصرف عند قراءة الكلمات العربية. أجرينا بحثًا شاملاً لإيجاد جميع الدراسات العلمية ذات العلاقة ووجدنا 12 دراسة فحصت العلاقة بين هذه المهارات الثلاث وقراءة الكلمات العربية لدى الطلاب الذين تتراوح أعمارهم من الروضة حتى السنة الثالثة في المرحلة الثانوية. ارتبطت مهارة التعرف على أجزاء الكلمة بقراءة الكلمات العربية خاصة في النص المشكل. من بين المهارات الثلاث، كان لمهارة الوعي بالصوتيات أقوى علاقة بقراءة الكلمات العربية المشكلة وغير المشكلة من الصف الأول وحتى الصف الثالث. قد تم فحص مهارة الصرف في عدد قليل جداً من الدراسات ولكن كان هناك بعض الأدلة التي أشارت إلى ارتباط مهارة الصرف بقراءة الكلمات وخاصة للقراء الماهرين. نناقش الآثار المترتبة على هذه النتائج فيما يتعلق بالمنهاج الدراسي الوطني لتعليم القراءة العربية للمبتدئين في دولتين عربيتين. Russian B нacтoящee вpeмя пpи oбyчeнии чтeнию нa apaбcкoм языкe бoльшoe внимaниe yдeляeтcя opфoгpaфичecким нaвыкaм и гopaздo мeньшee – фoнoлoгичecким и мopфoлoгичecким. He caмoм дeлe, знaчeниe кaждoгo из этиx нaвыкoв для cтaнoвлeния чтeния нa apaбcкoм языкe вeликo и eгo eщe пpeдcтoит ocмыcлить. Дaнный oбзop литepaтypы пpeдпpинят, чтoбы oпpeдeлить, в кaкoй cтeпeни дeти, кoтopыe yчaтcя читaть пo‐apaбcки, пoльзyютcя opфoгpaфичecкими, фoнoлoгичecкими и мopфoлoгичecкими нaвыкaми пpи пpoизнeceнии cлoв. Mы тщaтeльнo изyчили нayчнyю литepaтypy и выявили 12 иccлeдoвaний, пocвящeнныx этим тpeм нaвыкaм и иx cooтнoшeнию c yмeниeм шкoльникoв paзныx вoзpacтныx гpyпп вплoть дo 12 клacca читaть apaбcкиe cлoвa. Пoдлeкcичecкиe opфoгpaфичecкиe нaвыки дeйcтвитeльнo cвязaны c чтeниeм apaбcкиx cлoв, ocoбeннo тeкcтoв c oглacoвкaми. Oднaкo фoнoлoгичecкиe нaвыки в этиx cитyaцияx зaдeйcтвoвaны кyдa cильнee: в нaчaльнoй шкoлe, c 1 пo 5 клacc, oни paбoтaют пpи чтeнии любыx тeкcтoв – c oглacoвкaми и бeз oглacoвoк. Mopфoлoгичecким нaвыкaм пocвящeнo oчeнь мaлo иccлeдoвaний, нo для пpoдвинyтыx читaтeлeй ecть дoкaзaтeльcтвa cвязи чтeния cлoв c пoнимaниeм иx мopфoлoгичecкoй cтpyктypы. Aвтopы oбcyждaют знaчeниe пoлyчeнныx peзyльтaтoв в кoнтeкcтe coздaния двyx нaциoнaльныx yчeбныx плaнoв пo oбyчeнию чтeнию нa apaбcкoм языкe. French L'enseignement habituel de la lecture en arabe met fortement l'accent sur les compétences orthographiques et très peu sur les compétences phonologiques et morphologiques. Toutefois, on ne connaît guère le rôle que joue chaque compétence dans le développement de la lecture. Le but de cette revue de question est de voir jusqu’à quel point les enfants qui apprennent à lire en arabe font appel à des compétences orthographiques, phonologiques et morphologiques quand ils lisent des mots arabes. Nous avons effectué une recherche exhaustive de la littérature et localisé 12 recherches portant sur les relations entre ces trois compétences et la lecture des mots arabes chez des élèves du jardin d'enfants à la 12e année. Les compétences phonologiques sont celles qui des trois sont le plus en relation avec la lecture des mots arabes, tant pour les textes avec que sans voyelles, et ce de la 1e à la 5e année. Les compétences morphologiques n'ont été examinées que dans très peu de recherches, mais elles présentent des faits en faveur d'une association avec la lecture des mots en arabe chez les lecteurs avancés. Nous discutons des implications de ces faits en relation avec le plan de deux programmes nationaux pour les débuts de l'enseignement de la lecture en arabe.

Based on its coincidence with a significant period in language development for children, preschool provides a favorable setting to foster vocabulary growth. The purpose of this study was to evaluate the effectiveness of two instructional conditions and an incidental exposure condition for teaching targeted vocabulary words to preschool students through storybook readings. In a within-subjects design, 25 preschool students were taught nine vocabulary words from a storybook that was read three times in one week. We compared students’ word learning on words taught in three conditions that varied in terms of the intensity of instruction. Our findings indicated that participants showed greater word learning on words in the most intense condition (extended instruction) than words in the less intense conditions. However, there were no significant differences between word learning in the two lower-intensity conditions. Additionally, initial receptive vocabulary was related to scores on measures of target word knowledge.

Recent research on scaffolding has examined both the sources of information used and neglected during students' word-solving attempts and the amount of information provided in teachers' word-solving prompts. In this teaching tip, the authors expand the application of such research from one-to-one student–teacher interactions to a guided reading setting. The authors provide examples to illustrate how teachers can critically evaluate students' word-solving attempts and consequently respond to the readers' needs within the guided reading context. The dual focus that the authors suggest, making decisions about both the type and amount of information, provides a framework through which teachers can implement scaffolding during their guided reading lessons.

Purpose: The goal of this study was to test whether fronting and lengthening of lax vowels influence the perception of femininity in listeners whose dialect is characterized as already having relatively fronted and long lax vowels in male and female speech. Method: Sixteen English words containing the /? ? ? ?/ vowels were produced by a male speaker with 2 degrees of vowel fronting. Then, the vowel duration was manipulated in 3 steps. Thirty-nine listeners from the Southern United States judged how feminine each word sounded to them on an interval scale. Results: The results of mixed-effects modeling showed that the words with more fronted and longer variants of the vowels were perceived as more feminine than the same words with less fronted and shorter variants of the vowels. These effects, however, were modulated by the vowel type, listener's area of upbringing, and gender. Conclusions: Fronting (except for /?/) and lengthening of lax vowels make words sound more feminine for Southern listeners, which has implications for clients who wish to modify the perception of femininity invoked by their speech. The relative strength of the gender and regional associations of these vowel characteristics should be further examined across dialects.

We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported.

In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning in a multifaceted professional development (PD) project, Literacy Learning Cohort, focused on word study and fluency instruction. Grounded theory methodology was used to analyze qualitative interviews, cohort meetings, and classroom observations. Participants included five special educators who taught reading to students with disabilities in Grades 3 to 5. Results highlighted the central role of teachers' ability to analyze their current instructional practice in developing integrated knowledge of word study and fluency instruction and crafting more integrated instruction. Teachers' individual qualities, contextual factors, and PD components also worked in concert with teachers' propensity to analyze instruction and ultimately influenced teacher learning (i.e., degree of integrated knowledge and practice demonstrated). Implications of these findings for designing effective PD efforts are discussed.