Training in self-regulation has been shown to improve strategy use and reading comprehension outcomes. Denton et al. (2021) examine the feasibility of a reading intervention with a strong self-regulation component.

In this blog post, we delve into the findings of Kim et al. (2018), a study on the interrelationships between reading and writing development.

Erbeli et al. (2024) examine the optimal amount of phonemic awareness instruction for kindergarten through first-grade students.

Thomas & January (2021) investigate two universal screeners, MAP and STEP, and evaluate their ability to predict student performance on an end-of-the-year state assessment.

Through this meta-analysis, Burns et al., (2023) evaluate the components of the Active View of Reading.

This meta-analysis by Rehfeld et al. (2022) uncovers the effects of phonemic awareness instruction for students suspected of having a reading disability.

We highlight the findings of the scientific review article “Reading Comprehension: Core Components and Processes.”