As more states continue to call for reforms of reading education and mandate the adoption of standards aligned with the science of reading, educator preparation programs are reviewing and redesigning their curricula. In this paper, faculty from our Department of Elementary and Special Education share some potential challenges, successes, and…

The purpose of the current study was to examine the mindless reading behavior of children. Across two studies, 2nd-grade students read passages while their eye movements were monitored. Trained raters then identified mindless reading behaviors from the eye movement records. Several important findings emerged. We were able to reliably identify…

Because children living in poverty and minorities consistently demonstrate persistent reading difficulties (Adams, 1990), Congress intervened and passed the No Child Left Behind Act (U.S. Department of Education, 2006) mandating that scientifically based reading research be implemented in the primary grades. Quantitative studies presented in the…

Examines Georgia's Reading Specialist Test and its correspondence with the content emphasized in graduate level reading courses in schools in that state. (FL)

The results of a survey of nonparticipating schools are contained in this, the second of two reports evaluating the Georgia Right to Read Project. The survey solicited information about why the schools had elected not to participate, and it is concluded that lack of time and of money were the major reasons for nonparticipation. (A copy of the…

This study uses the revised modules of a previous study of the effects of newspapers in elementary schools to determine the effects of the modules and newspaper use in general, as well as to determine whether the variables of sex, race, prior reading ability, and same or opposite race of teacher and student influenced results. The study was…

A study explored 18 Georgia third graders' perceptions of literacy teaching and learning during the second year of their teacher's transition from a traditional, textbook-based approach to a whole language, literature-based approach. Data gathering included 8 months of observation and of in-depth interviews with students. Analysis revealed that…

The results of a survey of participant attitudes are contained in this, the first of two reports evaluating the Georgia Right to Read Project. The survey was conducted for all schools participating in the project and included principals, reading teachers, and county project directors. The report concludes that the participants had positive…

Five research reports on the use of instructional modules, originally published in the Atlanta "Journal and Constitution" as "Improving Reading Skills" and widely used in Georgia as the "Athens Model," are summarized in this paper. For research purposes, the modules were concentrated in time as a high saturation…

A study examined how topic interest and brief metacognitive strategy instruction affected learning from reading. Subjects were 81 third graders (33 females, 48 males) randomly assigned to 4 groups. All the students attended 1 of 10 third-grade classes in an elementary school located in a middle- and lower-socioeconomic status area in central…

A study examined how students developed as readers from their own point of view. Reader autobiographies and questionnaires were collected from 272 advanced, general, and basic level 12th-grade high school students from a variety of high schools in the state of Georgia. In addition, three students who were characteristic of the three types of…

A qualitative study analyzed the kind of questions that second graders posed for discussion when the only directive was to ask anything that seemed important or interesting. Subjects, students in a second-grade classroom in Athens, Georgia, represented a cross section of their community. They were approximately equally divided in regard to race,…

This monograph is based on research designed to (1) identify the vocabulary words introduced at each grade level by the basal reader series adopted by the Georgia Board of Education; (2) determine the extent of overlap among the books is the series; (3) compare these lists with other recognized word lists; and (4) generated a list of words for the…

AN INVESTIGATION OF THE ACHIEVEMENT IN BASAL READING SKILLS BY MENTALLY HANDICAPPED, INTELLECTUALLY NORMAL, AND SUPERIOR PUPILS TAUGHT WITH THE SCOTT, FORESMAN NEW BASIC READERS PROGRAM AT READING INSTRUCTIONAL LEVELS 2, 3, 4, AND 5 IS REPORTED. SPECIFIC RESEARCH OBJECTIVES WERE--(1) TO IDENTIFY SEQUENCES AMONG BASAL READING SKILLS IN FIVE…

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved…