This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

Matching teaching strategies and classroom environment to students' learning preferences has been found to be related to students' self-concept and achievement. By identifying the learning and reading style of each student, the teacher will increase the youngster's chances of being successful, thus having a positive effect on the child's…

The use of curriculum based assessment (CBA) to ensure learning disabled and low achieving students adequate educational opportunity remains the focus in this direct and comprehensive third edition. The additions to this edition are in the way of providing detail and explanation in the context of current and emerging issues in educational…

This study compared use of portfolios as part of reading and spelling instruction in two Netherlands schools. Subjects were 92 6- to 7-year-olds including 14 poor readers. Quantitative evaluation indicated use of portfolios did not improve reading and spelling or self-esteem. Qualitative findings indicated that reading performance and self-esteem…

The study compared scores of 2 groups of hearing-impaired students ages 5 to 12 years on a literacy battery. Subjects (n=73) were receiving instruction which either completely encoded spoken English or incompletely encoded spoken English. Those receiving completely encoded English instruction tended to score higher on achievement tests especially…

This article proposes a four-component framework for understanding the literacy of individuals with visual impairments, and defines two levels of literacy--basic (or academic) and functional (or practical) literacy. Implications are drawn for development of self-advocacy skills, development of standards for judging literacy in this population, and…

The study investigated retention of gains in reading/language skills after one year by 378 eighth-grade students in 18 health studies classrooms. Six classrooms were assigned to each of three groups, two experimental and one control, taught by health science teachers who were: (1) trained in reading/language techniques; (2) not trained in…

Comparison of "Distar Reading Mastery" and Addison Wesley's "Superkids" beginning reading programs with 81 children in transitional kindergarten special education classes found no significant differences at the end of the treatment year or at one-year follow-up. However, among children making the most gains, the Distar group…

The "Failure-free" Reading Program was evaluated with 39 students (ages 8 to 12) with severe reading problems. The program involves previewing, listening, content presentation, reading, and reviewing. Improved performance in letter-word identification, word attack, comprehension, and dictation was evident after the intensive intervention.…

Delinquents (n=116) with reading disabilities were given daily multisensory (Orton/Gillingham approach) remedial reading instruction or regular reading instruction. One year after release, the treatment group had made significantly greater growth in reading and had a significantly lower rate of recidivism. (Author/DB)

Examines five factors common to elementary schools that serve as major barriers to improved reading achievement: (1) grouping practices and the inappropriate use of instructional time, (2) low teacher expectation for student learning, (3) inappropriate instructional strategies for teaching reading, (4) differential curricula, and (5) inadequate…

The Perach Tutorial Project, in which university students tutor Israeli children from socially disadvantaged areas in mathematics and reading, was originally designed for pupils in grades 5-8. This study investigated its use with children in grades 3, 4, 6, and 7 tutored for the regular one-year period or for two years. At each grade level, 11…

A federally funded research project investigated the relationship between academic learning time (ALT) and achievement of 43 educable mentally retarded, emotionally disturbed, and learning-disabled students, aged 7-13, in grades 1-5. The project's final report, titled "An Analysis of the Impact of Instructional Time within Different Service…

This study of 63 students (in grades 2-8) with mild to moderate disabilities found that students in classrooms using curriculum-based measurement (CBM) achieved better than controls on reading measures. The study also found that students of teachers who received CBM expert system instructional consultation achieved better than others on written…

To examine how classroom conditions such as students' mean aptitude, materials used, and instructional time influence the amount of reading material covered, 12 first grade classrooms were each observed for 12 days over a 36-week period. Students' reading readiness and word recognition skills were tested prior to observation while group mean…