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To describe the connections between reading and writing and to discuss new ways of understanding the nuisances associated with their development beginning with consideration to language appreciation.

Theoretical advances related to the complexity of reading, thinking, and writing are discussed alongside an ongoing description of how wide reading, interventions, language study, and risk taking are foundational to language creation.

The linkages between reading and writing are inseparable. Reading and writing must be developed in unison. The best writers are avid readers and vice versa. Generally speaking, students will have preferences regarding which they enjoy partaking in more but this just gives the motivation to utilize an appreciate approach to grow, that is utilizing existing strengths of the student in either reading or writing toward improving the other.

A host of instructional practices can extend from these new theoretical understandings of language creation including free verse journals, usage of non-examples to jolt previous understandings, language play, feedback, diverse literature, and finalization processes related to writing development.

Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years, researchers have begun to investigate subcomponent skills of reading comprehension for children with ASD in order to better understand its development and potential interventions to enhance outcomes. This chapter highlights the current knowledge in the field in regards to the key cognitive and language skills associated with reading development for individuals with ASD. These include emergent-literacy skills, word-reading and decoding, reading fluency, oral language, and social cognition. Additionally, the chapter makes suggestions for future research in this area, in particular the need to conduct research to establish evidence-based practices to better support the syndrome-specific reading needs for this population.

The purpose of this study was to investigate the effects of word-related factors (i.e. frequency, range, dispersion and cognateness) on first-language English (L1E) readers' (n = 20) and second-language English (L2E) readers' (n = 20) incidental acquisition of vocabulary through the reading of an authentic novel.

Participants read A Clockwork Orange by Anthony Burgess, a 58,686 token (word) English language novel containing Slovos, that is, words from Nadsat, a futuristic, foreignized teen talk invented by Burgess. Upon finishing the novel, the participants took two unexpected vocabulary tests, one for meaning recognition and the other for meaning recall.

The results of this study indicate that word-related factors significantly correlate with the word meaning recall test scores of both groups. However, the regression models of meaning recall for the two groups showed that dispersion was the most robust predictor, which implies that the participants recalled more word meanings when the novel had a more even distribution of the unknown target words. The meaning recognition test scores showed cognates were a significant predictor for the L1E readers but not for L2E readers.

This study marks the first attempt in the field to investigate the relative contribution of frequency, range and dispersion – a closely bound set of word-related factors – to both L1E and L2E readers' incidental acquisition of vocabulary through reading an authentic novel. Considering the important role of dispersion, the current study suggests that developers of graded readers and children's literature should more evenly distribute unknown target words in their books. Doing so will better facilitate both L1E and L2E readers' acquisition of those words. The study also addresses a fallacy of methodology regarding incidental vocabulary acquisition by examining the effect of the cognateness of the foreignized words embedded in A Clockwork Orange. The L1E readers' sensitivity to cognates implies that cognate-word awareness-raising activities are necessary to learning a foreign language, especially if that language has many cognates in common with English, such as Spanish.

The purpose of this paper is to present evidence of the need to have a carefully designed lexical model for speech recognition for dyslexic children reading in Bahasa Melayu (BM).

Data collection is performed to obtain the most frequent reading error patterns and the reading recordings. Design and development of the lexical model considers the errors for better recognition accuracy.

It is found that the recognition accuracy is increased to 75 percent when using context‐dependent (CD) phoneme model and phoneme refinement rule. Comparison between context‐independent phoneme models and CD phoneme model is also presented.

The most frequent errors recognized and obtained from data collection and analysis illustrate and support that phonological deficit is the major factor for reading disabilities in dyslexics.

This paper provides the first step towards materializing an automated speech recognition (ASR)‐based application to support reading for BM, which is the first language in Malaysia.

The paper contributes to the knowledge of the most frequent error patterns for dyslexic children's reading in BM and to the knowledge that a CD phoneme model together with the phoneme refinement rule can built up a more fine‐tuned lexical model for an ASR specifically for dyslexic children's reading isolated words in BM.

Purpose – To provide differentiated teaching models and a set of instructional reading strategies and materials for current and future classroom teachers to help them enhance the quality of reading instruction for English Learners (ELs).

Design/methodology/approach – The instructional reading strategies and materials and differentiated teaching models presented in this chapter are drawn from a body of current literature on ELs' English language development and on effective reading instruction for ELs. The instructional reading strategies and materials are categorized into five subcomponents of reading instruction: sight words, phonics, fluency, vocabulary, and comprehension.

Findings – Provides differentiated teaching models and specific instructional strategies and materials that target each of the five specific subcomponents of reading instruction for ELs (i.e., sight words, phonics, fluency, vocabulary, and comprehension).

Research limitations/implications – Some publications related to instructional reading strategies and materials may be limited to specific ELs in United States who speak a predominate native language (i.e., Spanish). These instructional reading strategies and materials may not be appropriate for ELs speaking another native language.

Practical implications – A very useful source of differentiated teaching models and practical instructional reading strategies and materials for current and future classroom teachers of ELs.

Originality/value – This chapter provides specific information and resources for current and future classroom teachers of ELs to support them in delivering high quality reading instruction.

Spanish-speaking children learn to read words written in a relatively transparent orthography. Variations in orthographic transparency may shape the manifestation of reading difficulties. This study was intended to help clarify the nature of developmental dyslexia in Spanish. Developmental dyslexic group (DD) were compared to two control groups, a chronological age-matched control group (CA) and a reading level-matched control group (RL). Measures included naming speed, verbal working memory (WM), phonological short-term memory (STM), phonemic awareness, and different reading subtests (letter, word and pseudoword reading, punctuation mark, reading skills). On the reading subtests, accuracy and reading speed were measured. Results demonstrated that developmental dyslexics show a severe deficit in lexical access on accuracy and speed measures, in addition to reading-related cognitive deficits in areas such as naming speed, verbal WM, phonological STM, and phonemic awareness. Hierarchical cluster analysis demonstrated that a subgroup of children with DD showed lower IQs and more severe reading-related cognitive deficits in naming speed, verbal WM, and phonological STM. Our results are consistent with studies conducted in the Spanish language and in other transparent orthographies.

Purpose – This chapter profiles a summer reading clinic that utilizes graduate students (clinicians) to provide diagnostic literacy intervention for students in grades one through six who struggle with reading and writing. The chapter asserts that struggling readers can become successful when instruction is designed around research-based principles of teaching and learning. A description is provided of the instructional routine employed at the clinic that focuses on fluency and has been shown to assist students in making significant improvements in their literacy progress.

Methodology/approach – The authors describe how teachers and intervention specialists work together to provide an effective intervention to the students that emphasizes a specific guided oral fluency routine known as the Fluency Development Lesson (FDL). Each step in the FDL is explained. Prior to instruction, clinicians administered an informal reading inventory to gain baseline data about the students in the areas of word recognition, fluency, and comprehension and to subsequently inform instruction. During the fifth and final week of the program, posttests were administered. T-Tests indicated that students made significant progress (p <.001) from pretest to posttest in all areas measured.

Limitations – The authors acknowledge that the study is small in scale, the intervention period was limited, and the results may have been influenced by outside factors beyond their control.

Research implications – The study's primary purpose was to improve the reading outcomes of the students involved. The reading clinic setting is ideal for further FDL research including its impact on older students and the incorporation of digital texts on student performance. Additionally, readers of the chapter are encouraged to apply the methods and processes to their own classrooms.

Originality/value – This chapter shows how a summer reading clinic strives to apply research-based, common sense factors that matter most in teaching struggling students to read in intervention and classroom settings. Some of the factors such as the importance of instructional routine, time-on-task, text selection, targeted teaching, and instructional talk are considered key to the successful implementation of the FDL and the clinical experience.

The primary purpose of this chapter is to describe intensive multicomponent reading interventions for use in Response to Intervention (RTI) implementation within elementary and middle schools. In early elementary grades, RTI has a focus on prevention through effective classroom instruction and increasingly powerful early interventions to meet student needs. By contrast, in middle school, the focus of RTI shifts to remediation and the provision of interventions with the power to help more students to be able to read on grade level. First, we provide an overview of RTI and explain the notion of treatment validity within RTI implementation. Next, we describe a kindergarten study that illustrates how the intensity of delivery may impact expected outcomes at Tier 2 and then summarize research on extensive interventions for the primary grades. Then we summarize remedial interventions for older students and examine the percent of older students whose reading could be normalized by focusing on a newly developed intensive middle school remedial intervention that incorporates code- and meaning-focused instruction in a peer-mediated format. Finally, we will discuss RTI challenges and implementation issues.

This chapter provides an overview of the current state of reading performance for adolescents. First, a review of empirical findings investigating different theoretical models is provided. Second, a summary of research regarding intensive reading interventions for adolescents that provide 80 or more instructional sessions is described. Finally, we summarize findings from both longitudinal studies of middle-school students with reading difficulties and reading and behavior interventions to address comorbidity of reading difficulties with challenging behavior.

While weaknesses for students with learning disabilities (LD) may exist in basic reading skills, difficulty understanding text goes beyond reading the words on the page. The complex nature of reading requires educators to provide struggling readers with reading strategies that support active engagement with text, comprehension monitoring, and a means to organize their understanding before, during, and after reading. In this chapter we describe collaborative strategic reading (CSR), a multicomponent model for teaching reading comprehension strategies. CSR has been associated with reading gains for students with LD as well as low- and high-achieving students, and English language learners. We provide information about teaching reading strategies as well as suggestions for overcoming possible stumbling blocks to implementation.