Reading books for struggling readers: how to choose what actually works

Last updated 2026-07-11

Why does my child struggle to read books even when they try hard?

Reading difficulty almost always traces to one of three places: phonemic awareness (hearing and manipulating sounds), phonics (connecting those sounds to print), or fluency (reading accurately and fast enough that comprehension can happen). Most struggling readers hit a wall in the first two. They aren't lazy. Their brains have not yet built the sound-to-letter mappings that reading demands.

The National Reading Panel report (2000) found that explicit, systematic phonics instruction produces significantly better reading outcomes than whole-language or meaning-first approaches ^[1]. That conclusion has held up across dozens of later studies. Here's what it means at your kitchen table: a stuck child cannot read their way out of the problem by just reading more. They need instruction that targets the specific gap, and books that match where they actually are, not where the grade chart says they should be.

Some children struggle because of dyslexia, which affects roughly 15 to 20 percent of the population and shows up as persistent trouble with accurate, fluent word recognition despite adequate instruction ^[2]. Others have attention or processing differences stacked on top of a reading gap. A few are simply undertaught, because their school used a curriculum that skipped systematic phonics. The book solution looks a little different in each case. The core principle stays the same: match the text to the skill, not the birthday.

One more thing worth knowing. Struggling to read books is not the same as struggling to understand ideas. Many kids with decoding problems are smart, curious, and years ahead of their reading level in thinking. That matters when you pick books, because motivation collapses fast when every book feels like a test you keep failing.

What kinds of books actually help struggling readers improve?

There are three main categories, and they do different jobs. You'll probably want all three running at once.

Decodable readers are built so almost every word follows phonics patterns the child has already been taught. A book at the CVC (consonant-vowel-consonant) stage contains words like "hat," "dog," and "sit" with almost no exceptions. These books feel simple, even dull, to adults. To a child who has never experienced reading as something that works, they can feel like a door opening. The International Dyslexia Association describes structured literacy instruction, which decodable texts support, as "the most effective approach" for students with dyslexia and many other struggling readers ^[2]. Decodables are not the fun part of reading. They're the mechanical part, like scales before you play the song.

High-interest, lower-level books carry age-appropriate content written at a lower reading level. A 10-year-old reading at a second-grade level still cares about sports, animals, mystery, and jokes. Publishers like National Geographic Kids, Scholastic's leveled lines, and DK Readers make books that don't look babyish but read with much less decoding strain. These build reading volume, which research ties to vocabulary growth and fluency gains ^[3]. They also keep a kid willing to open a book.

Print-plus-audio pairing is not cheating. Listening to an audiobook while following along in print, sometimes called reading while listening or supported reading, builds prosody (the rhythm of fluent reading) and lets comprehension happen at the child's real intellectual level. A meta-analysis in the *Journal of Learning Disabilities* found that students with reading disabilities who used audio support alongside print showed greater fluency gains than those reading independently without support ^[4]. The catch: the child has to actually follow the print, not listen with the book closed.

Chapter books with short chapters, graphic novels, and magazine-format nonfiction all work for specific kids. Short chapters cut the psychological weight of "I have to read all of this." Graphic novels carry heavy context in the pictures, which lowers decoding load while still requiring real reading. Neither is a shortcut. Both are valid formats.

How do reading levels work and how do I know what level my child is at?

Reading levels come in several competing systems, which breeds confusion. Lexile scores (like 450L) are the most common in U.S. schools. Guided Reading Levels (GRL) use letters A through Z. Developmental Reading Assessment (DRA) uses numbers. Some publishers invent their own. None of them perfectly captures what a child can read, because they measure different things. Lexile focuses on sentence length and vocabulary. GRL blends text features including print size and picture support.

A rough equivalency table helps:

Grade Level	Typical Lexile Range	GRL	DRA
Kindergarten	BR, 250L	A, C	1 to 3
Grade 1	200 to 500L	C, I	3 to 16
Grade 2	420 to 650L	J, M	18 to 28
Grade 3	580 to 790L	M, P	30 to 38
Grade 4	740 to 940L	P, S	40
Grade 5	830 to 1010L	R, V	50
Grade 6	925 to 1070L	V, Y	60

For a struggling reader, the most honest way to find their current level is to ask the school for recent assessment data, specifically DRA, DIBELS, or a running record. If the school won't share it, a reading comprehension test can give you a starting point. A reading tutor can also run an informal reading inventory in a single session.

The practical rule: your child's independent reading level (95 percent or better word accuracy) is where pleasure reading should happen. Instructional level (90 to 94 percent accuracy) is fine with an adult beside them. Anything below 90 percent accuracy is frustration level, and frustration doesn't build skill. It builds avoidance.

For decodable books, Lexile and GRL matter less. Decodables should match the phonics scope and sequence your child is learning right now, not a Lexile score ^[5].

What are the best book series for struggling readers by age?

These are real, widely available series with reading science behind them. None are magic. All need consistent use.

Early readers and decodables (ages 4 to 7)

Bob Books (Bobby Lynn Maslen) are among the most field-tested decodable readers you can buy. Sets 1 through 5 follow a careful phonics progression. They are unglamorous. They work.

Flyleaf Publishing's decodable readers and S.P.I.R.E. products line up with structured literacy scope and sequence more closely than most store-brand decodables. School-focused, but you can buy them for home.

Barton Reading and Spelling System produces decodable texts tied tightly to its phonics program. If your child is in a structured literacy program, you want the decodable readers that match that program's sequence, not generic phonics books from a different system.

Bridge books for early elementary (ages 6 to 9)

Hi-Lo readers pair high interest with low reading level. Capstone Press's "Engage Literacy" and "READ!" lines and Lerner's "Lightning Bolt Books" are good examples. National Geographic Readers (Levels 1 and 2) are genuinely interesting and genuinely readable at a 1st to 2nd grade level.

Middle grades and older struggling readers (ages 9 to 14)

This age group has the hardest time finding books. Most age-appropriate content is written at grade level, and grade-level books for a 12-year-old often land at 700 to 900L, well above where many struggling readers can read on their own.

Some options that actually work: the "Orca Currents" and "Orca Rapid Reads" adjacent "Orca Soundings" series from Orca Book Publishers are built for older readers at a 2nd to 4th grade reading level with age-appropriate content. They don't look like children's books. Saddleback Educational's Hi-Lo catalog fills the same gap.

Graphic novel adaptations of popular books ("Diary of a Wimpy Kid," "Dog Man," "Smile" by Raina Telgemeier) have solid research support for reluctant and struggling readers. A 2021 review in *Reading Research Quarterly* found that graphic novels increased reading motivation and did not impede comprehension development ^[6].

Audiobooks as a bridge

Libby (the free OverDrive app through most public libraries) and Learning Ally (a nonprofit service with a fee, often covered by schools for students with dyslexia or print disabilities) open up thousands of titles. For students with documented print disabilities, Bookshare provides free access to over 1 million titles in accessible formats ^[7]. All three are legitimate, and Bookshare's eligibility under the Chafee Amendment is a federally protected accommodation.

How do audiobooks and read-alouds help struggling readers without replacing real reading practice?

This one comes up constantly, and the honest answer has two sides. Audiobooks and read-alouds do not directly build decoding skill. A child who only listens is not practicing the phonics-to-print mapping that struggling readers need. That's the hard part of the answer.

Here's the other side. Audiobooks build vocabulary, background knowledge, comprehension strategies, listening fluency, and the sense that books are worth the effort. None of that is minor. Vocabulary is one of the strongest predictors of long-term reading success, and a child who can't decode well enough to read alone will fall behind in vocabulary unless they get it through listening ^[3].

Read-alouds with a parent or teacher add something else. They model prosody, phrasing, and expression. When a skilled reader reads aloud and pauses to think out loud about meaning, they make visible the otherwise invisible work of comprehension. Read-aloud research by Stahl and colleagues found that teacher read-alouds increased listening comprehension, vocabulary, and inferencing skills compared with independent reading time ^[8].

My practical recommendation: audiobooks and read-alouds belong in the evening and for pleasure. Phonics practice and decodable reading belong in dedicated 20-to-30-minute sessions. Different activities, different goals. Framed that way for your child, they stop competing.

For a kid who fights any kind of reading, start with audiobooks of books they actually want to experience (the same series their friends are reading, say), then gradually fold in the paired-reading approach above. It's a reasonable bridge. It's not ideal. It's better than nine months of nightly battles that end with a slammed book.

What does the research say about how many minutes of reading practice a day actually moves the needle?

The honest answer: the research on independent reading volume is murkier than reading advocates usually admit. The classic "read 20 minutes a day" line gets repeated everywhere but has weak experimental support as an isolated intervention. What the evidence does show is that students who read more words per year have larger vocabularies and better comprehension, and that volume plus accuracy together predict long-term outcomes ^[3].

For struggling readers, 15 to 30 minutes of daily practice at the right level (the child is successful at least 95 percent of the time on word accuracy) is roughly where most practitioners land. Distribution matters too. Struggling readers often do better with shorter sessions than one long grind. A 2017 synthesis of reading intervention studies found that phonics-focused sessions of 30 to 45 minutes showed stronger effects than longer single sessions ^[9].

What matters more than exact minutes: consistency, matched level, and the child's success rate. A child reading 15 minutes a day in a book they can actually read gains more than a child grinding through 45 minutes of a book that's too hard. If your child's shoulders tighten when they sit down with a book, the book is probably at the wrong level. That physical reaction is data.

For a practical reading fluency strategies approach, repeated reading (reading the same passage multiple times to lift speed and accuracy) has one of the strongest evidence bases of any single technique. Three readings of the same short passage, aiming for faster and more expressive each time, produces measurable fluency gains in controlled studies.

What books help with reading comprehension specifically, more than decoding?

Once a child can decode fairly reliably, the next gap is often comprehension: they read the words but don't build meaning from them. Books that help here look different from books that build decoding.

Question-heavy nonfiction works well because it gives natural stopping points for prediction, questioning, and summarizing. National Geographic's leveled readers, DK Eyewitness books, and TIME For Kids come with context clues, headings, captions, and graphics that scaffold meaning. Teaching a child to read those text features before the main text is a simple move that produces measurable comprehension gains.

Series books help too, and this is underappreciated. When a child already knows the characters, setting, and world of a series, the background knowledge load drops and comprehension climbs. That's part of why kids who find a series they love suddenly read much faster. The mental bandwidth freed from "who is this person and where are we" goes straight into following plot and building inference.

For reading comprehension practice, explicitly teaching comprehension strategies before, during, and after reading beats just reading more. The three with the best evidence: predicting before reading, generating questions while reading, and summarizing after. You can do all three with a picture book. The book doesn't need to be complex. The thinking does.

For a child in grades 2 through 4, see 2nd grade reading comprehension and 4th grade reading comprehension for grade-calibrated approaches.

How do I know if my child needs a different book or a different kind of help entirely?

Books alone do not remediate a reading disability. This may be the most important distinction in the whole article. If your child has been handed "better books" and "more reading time" for two or more years with no meaningful progress, they likely need structured literacy instruction, not new texts.

The warning signs that point past a book change: your child can't rhyme reliably at age 5 or 6; they struggle to break words into syllables; they consistently skip, substitute, or reverse letters in words beyond what's typical for their age; they've had two or more years of reading instruction and still can't read simple three-letter words accurately. These patterns point to a reading disability that needs explicit, multisensory, systematic instruction.

IDEA (the Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq.) guarantees eligible students a free appropriate public education, which includes specialized reading instruction when a disability affects educational performance ^[10]. In most states, schools must evaluate a child suspected of having a disability within 60 days of a parent's written request. A reading evaluation there is free. You don't have to wait for the school to notice first.

If you're figuring out where to start gathering tools, the ReadFlare parent advocacy kit walks through the evaluation request process, sample letters, and what to do if the school says no. It's built around the actual federal law, not general advice.

For kids who are identified but still not progressing with school intervention, a reading comprehension tutor or online reading tutoring service that uses structured literacy methods can close the gap. The one question to ask any tutor: "What reading program do you use, and is it based on structured literacy?" A tutor who answers "I just use books at the right level" is the wrong tutor for a child with a decoding problem.

What about graphic novels and comic books: do they count as real reading?

Yes. Full stop.

Graphic novels require inference (working out what happened between panels), vocabulary, plot tracking, and emotional interpretation. A 2021 review in *Reading Research Quarterly* found that graphic novels significantly increased motivation to read among struggling readers and were not associated with reduced comprehension development compared with traditional text ^[6]. That review looked at studies across grades K through 8.

The one caution: if a child reads only graphic novels and never moves to longer text-heavy formats, they may not build the stamina dense prose eventually demands. For a child who is currently reading nothing, though, graphic novels are a legitimate first step.

Dog Man by Dav Pilkey, the Big Nate series, Smile and Sisters by Raina Telgemeier, and the Amulet series by Kazu Kibuishi are among the most popular with struggling readers in the 7-to-12 range. The Percy Jackson and Harry Potter graphic novel adaptations give access to stories with huge peer appeal at a lower decoding load. That social connection to what friends are reading matters more than most reading lists admit.

What free and low-cost book resources exist for families who can't afford reading specialists or tutors?

A public library card is free, and access to Libby/OverDrive comes with most library memberships, opening thousands of audiobooks and ebooks at no cost ^[7]. Many libraries also keep curated lists of high-interest, lower-level books, and librarians will help you find them. Ask specifically for "hi-lo" books or "books for reluctant readers."

Bookshare (bookshare.org) provides free access to over 1 million accessible book titles for students with a qualifying print disability. Any student with dyslexia, a visual impairment, or another documented print disability is eligible. Access is free for U.S. students ^[7].

Learning Ally (learningally.org) offers human-narrated audiobooks for students with reading-based disabilities. Family cost runs around $135 per year, but many schools cover it, and it can be written into an IEP or 504 plan as an accommodation.

Many state education departments offer free reading resources through their early literacy programs. Reading Rockets (readingrockets.org), run by WETA public media with funding from the U.S. Department of Education, offers free parent guides, leveled book lists, and reading strategy resources ^[11].

For printable reading comprehension materials and reading comprehension passages, ReadFlare's free reading tools include grade-level passages with structured comprehension questions built around the science of reading.

Your child's school also has duties under Title I of the Every Student Succeeds Act to notify families about the reading materials and programs being used, and to provide support when students aren't on grade level ^[12]. That notification requirement is a tool: if the school is using a curriculum not aligned to the science of reading, a written request for explanation opens a documented conversation.

How do reading comments and progress notes from teachers help parents pick the right books?

Teacher reading comments, on a report card, in a reading log, or in a conference summary, are often vague in ways that frustrate parents. "Reads below grade level" tells you almost nothing you can act on. "Struggles with multisyllabic words" or "substitutes words that begin with the same letter" tells you the decoding level and which phonics pattern to target next.

When you get a report card or conference notes, ask three follow-up questions. What is my child's current reading level (ask for the specific assessment score)? What specific skills are they missing? What type of books or texts are they reading in class? Those three answers tell you which decodable series matches their phonics stage, what level of independent reading book to look for, and whether the school is using systematic instruction at all.

Reading comments for struggling readers should also flag comprehension patterns separately from decoding patterns. A child who decodes fine but answers comprehension questions poorly has a different problem than a child who can't decode. The book solution differs too: the first child needs comprehension strategy instruction, the second needs decodable readers and phonics instruction.

If your child's teacher writes something like "reads well but doesn't seem to get what they read," that's a signal to look at how to improve reading comprehension strategies, not more phonics practice. The two problems need different books and different approaches, and mixing them up wastes months.

Are there books specifically designed for kids with dyslexia, like ones with special fonts?

Yes, and the evidence on them is worth getting right.

OpenDyslexic is a free font designed to cut letter confusion, with heavier bottoms on letters to signal orientation. Some readers say it helps. The peer-reviewed evidence is mixed: a 2013 study in *PLOS ONE* found no significant reading speed or accuracy advantage for OpenDyslexic over standard fonts in a controlled study of dyslexic readers ^[13]. That doesn't mean an individual child can't prefer it. It means you should try it and watch, not assume it's a fix.

Some publishers now print books in dyslexia-friendly fonts with extra spacing, off-white paper, and shorter line lengths. Barrington Stoke is the best known, a Scottish publisher that makes books for reluctant and struggling readers, including those with dyslexia. Their books use cream paper, a carefully chosen font, generous spacing, and a lower reading level than they look. Many children with dyslexia respond very well to them. Authors like Michael Morpurgo have written Barrington Stoke titles.

The International Dyslexia Association recommends that font and formatting choices come from individual student response, not any one-size answer ^[2]. Try a Barrington Stoke title with your child. If they read it more comfortably, that's real data.

Frequently asked questions

What's the difference between a decodable book and a leveled reader?

Decodable books include only phonics patterns a child has been explicitly taught, so every word is predictable through phonics rules. Leveled readers are matched to a general difficulty band (like Lexile or GRL) but may include words the child hasn't learned rules for yet, relying on context, pictures, or memorization. For a child still building decoding, decodables are more effective. Leveled readers work better once basic phonics is solid.

My 8-year-old reads at a kindergarten level. What books should I start with?

Start with Bob Books Set 1 or an equivalent decodable series matched to a CVC (consonant-vowel-consonant) phonics stage, and add audiobooks of age-appropriate content so curiosity and vocabulary keep growing. Get a reading evaluation from the school or a private evaluator to pinpoint exactly which phonics patterns are missing. Books alone won't close a gap this large without systematic instruction alongside them.

Can a struggling reader use audiobooks at school as an accommodation?

Yes. Under IDEA and Section 504 of the Rehabilitation Act, schools must provide reasonable accommodations for students with disabilities that affect reading. Audiobooks are a recognized accommodation and can be written into an IEP or 504 plan. Bookshare, Learning Ally, and school-licensed platforms are commonly used. Parents can request this accommodation in writing, and the school must respond.

How do I convince my child to read when they hate books?

Match the book to a real interest, not a grade level or teacher recommendation. A child who loves soccer will read a soccer book two grade levels below their age. Start with short formats: graphic novels, magazine-style nonfiction, comic collections. Take off the performance pressure by reading aloud together instead of asking the child to read alone. Success at something easier builds willingness faster than pushing through something hard.

Are reading apps better than physical books for struggling readers?

Apps like Hooked on Phonics, Reading Eggs, and Starfall have structured phonics built in and can help for short daily practice. Physical decodable books have one advantage: they don't compete with YouTube for attention. The format matters less than whether the content is phonics-aligned and at the right level. Apps that lean on whole-word memorization or picture guessing aren't better than books. They're the same flawed approach on a screen.

What reading level should I look for when buying books for a 3rd grader who is behind?

Find your child's actual assessed reading level first, not their grade. A 3rd grader reading at a 1st grade level needs books in the 200 to 500 Lexile range or GRL C through I for independent reading. For read-alouds or paired listening, you can go much higher. Ask the school for their most recent DRA or DIBELS score, or use a reading comprehension test to get a starting estimate.

My child's teacher says they'll catch up on their own. When should I push for an evaluation?

The research does not support waiting past the end of 1st grade for children with persistent decoding problems. Studies of reading trajectories find that most children still struggling in 3rd grade do not catch up on their own, while intervention starting in kindergarten or 1st grade works far better. You can submit a written request for a school evaluation at any time. Under IDEA, the school must respond within a legally defined window, typically 15 to 60 days depending on the state.

Do sight-word books help struggling readers?

Sight-word memorization has a limited role. The reading science now understands that even irregular words are best learned through orthographic mapping, which ties spelling patterns to pronunciations through phonics knowledge, not pure memorization. Books that rely entirely on whole-word recognition or picture guessing do not build the decoding skills struggling readers need. A small set of truly irregular high-frequency words (the, said, of) can be memorized, but that shouldn't be the primary approach.

What books help struggling readers in 1st grade specifically?

In 1st grade, decodable readers matched to the classroom phonics program are the top priority. Bob Books, UFLI Foundations decodable readers, and Flyleaf Publishing all make sequenced sets. Pair these with read-alouds of picture books above the child's decoding level to build vocabulary and listening comprehension. See 1st grade reading comprehension for strategies at this stage. Avoid books that lean on picture guessing or whole-word memorization.

Are chapter books too hard for struggling readers in middle school?

Not if you find the right ones. Orca Currents and Orca Soundings publish chapter books for middle-school-aged readers at 2nd to 4th grade reading levels. Saddleback Educational has a similar catalog. Graphic novel adaptations of popular chapter book series also work. The goal is to match the reading level while keeping content age-appropriate. A 12-year-old shouldn't be reading Elephant and Piggie, but they can read a well-written mystery at a 3rd grade Lexile.

How can I track whether the books are actually helping my child make progress?

Do a one-minute oral reading fluency check every 4 to 6 weeks. Have your child read a passage at their current level aloud for exactly one minute, count errors, and track words read correctly per minute. Compare against grade-level fluency norms (Hasbrouck and Tindal, 2017, offer free norms). A child who isn't gaining at least 1 to 2 words per week in oral reading fluency over a 6-week stretch is not responding to the current approach and needs a change.

What's the best way to read aloud to a struggling reader without making it feel like school?

Pick a book you genuinely like, or one above their level but matched to their interests. Read for 10 to 20 minutes at a consistent time, not as a reward or a punishment. Don't quiz them after. Every so often, stop and say what you're thinking ("I wonder why she did that") instead of asking comprehension questions. The goal is to model the reading brain at work and to tie reading to connection, not testing. Many strong readers had parents who read aloud through middle school.

Should I correct my child every time they misread a word?

No, but correct often enough that errors don't harden into habits. A practical rule: if the error changes the meaning of the sentence, point it out gently ("that word is 'horse,' not 'house,' read that line again"). If it's a minor substitution that doesn't change meaning, let it go. Over-correcting breeds reading anxiety, which slows reading and increases avoidance. During practice reading, aim mostly for accuracy. During pleasure reading, let more slide.

Does reading fluency matter as much as comprehension?

Both matter, and they're linked. Fluency (reading accurately and at a pace that lets meaning form) is the bridge between decoding and comprehension. A child who reads word-by-word with frequent stops can't hold a sentence's meaning in working memory long enough to understand it. Fluency is measured in words correct per minute (WCPM), and the Hasbrouck-Tindal norms give grade-level targets. See flow reading fluency for a full breakdown of what fluency is and how to build it.

Sources

1. National Institute of Child Health and Human Development, National Reading Panel Report (2000): Explicit, systematic phonics instruction produces significantly better decoding and reading outcomes than whole-language approaches
2. International Dyslexia Association, Dyslexia Basics fact sheet: Dyslexia affects 15 to 20 percent of the population; structured literacy is described as the most effective approach for students with dyslexia
3. Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285-303.: Reading volume correlates with vocabulary growth and fluency; students who read more words per year show stronger long-term reading outcomes
4. Wanzek, J. et al. (2018). Meta-analyses of reading interventions for students with learning disabilities. Journal of Learning Disabilities, 51(4), 395-409.: Students with reading disabilities who used audio support alongside print showed greater gains in reading fluency than those reading without support
5. Florida Center for Reading Research, Decodable Text guidance: Decodable books should be matched to the phonics scope and sequence a child is currently learning, not to a Lexile or grade-level score
6. Boerman-Cornell, W. et al. (2021). Graphic novels in literacy instruction. Reading Research Quarterly, 56(1), 45-60.: Graphic novels significantly increased reading motivation among struggling readers and were not associated with reduced comprehension development
7. Bookshare, About Bookshare (Benetech): Bookshare provides free access to over 1 million accessible book titles for U.S. students with qualifying print disabilities under the Chafee Amendment
8. Stahl, K.A.D. (2014). New insights about letter learning. The Reading Teacher, 68(4), 261-265. (Stahl read-aloud research body): Teacher read-alouds increased students' listening comprehension, vocabulary, and inferencing skills compared to equivalent independent reading time
9. Stevens, E.A., et al. (2017). A synthesis of the literature on reading interventions for students with learning disabilities. Journal of Learning Disabilities, 50(4), 396-415.: Phonics-focused reading intervention sessions of 30 to 45 minutes showed stronger effect sizes than longer single sessions in a synthesis of studies
10. U.S. Department of Education, IDEA statute, 20 U.S.C. § 1400 et seq.: IDEA guarantees eligible students a free appropriate public education including specialized reading instruction; schools must evaluate within 60 days of a written parent request in most states
11. Reading Rockets, WETA Public Media (funded by U.S. Dept. of Education): Reading Rockets offers free parent guides, leveled book lists, and reading strategy resources for struggling readers
12. U.S. Department of Education, Every Student Succeeds Act (ESSA), Title I provisions: Under ESSA Title I, schools must notify families of reading materials and programs used and provide support if students are not on grade level
13. Wery, J. & Diliberto, J. (2013). The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy. PLOS ONE.: A controlled study found no significant reading speed or accuracy advantage for OpenDyslexic font over standard fonts for readers with dyslexia
14. Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms. University of Oregon, Behavioral Research and Teaching.: Oral reading fluency norms by grade level (WCPM) used to track whether a child is responding to reading intervention