Discusses how students become automatic at reading sub-skills, the indicators that can be used to determine whether a student is automatic, and the psychological mechanisms that allow students to perform complex skills automatically. Discusses implications of automaticity research for teaching reading. (RS)

Reviews recent literature on automaticity, defining the criteria that distinguish automatic processing from non-automatic processing, and describing modern theories of the underlying mechanisms. Focuses on evidence from studies of reading and draws implications from theory and data for practical issues in teaching reading. Suggests that…

Examines the various meanings of "direct instruction" and "Direct Instruction." Provides a context for the intended and unintended use of these terms. Identifies three major components of direct instruction in reading and the sameness analysis that serves as a theoretical basis for designing reading instruction based on direct…

Looks at what is known about multisyllabic words, which is a lot more than educators knew when the previous generation of multisyllabic word instruction was created. Reviews the few studies that have carried out instructional approaches to increase students' ability to decode big words. Outlines a program of instruction, based on what is currently…

Provides an overview of the reading comprehension process from an interactionist perspective. Reviews key components of effective comprehension instruction, including metacognitive instruction. Gives examples of instructional interventions that have been implemented successfully with students experiencing reading difficulties. (RS)

Examines secondary school reading instruction from the information-processing and sociocultural perspectives. Reviews research on cognitive strategy instruction and its effectiveness. Presents implications for instruction. (HB)

Discusses whether or not beginning readers learn phonics best through instructional approaches that teach students to sound out letters, spell words, or combine the two. Concludes that caution is in order as experimental research assessing the effectiveness of each approach has yet to be conducted. Suggests, in the interim, instruction should be…

Discusses the preparation and empowerment of teachers to engage in transactional strategy instruction. Reviews current research and practice relevant to transactional strategy instruction. Considers students' motivations to learn and cognitive strategy instruction beyond reading and writing. (HB)

Summarizes findings about repeated reading since the 1970s and details the most recent findings. Argues that, because of strong evidence of the effectiveness of repeated reading, the many facets of this procedure should be integrated into the fabric of daily literacy instruction. Offers specific suggestions for applications including applications…

Reviews research on effective strategies for teaching reading comprehension; written composition of narrative and expository text; and strategies for integrating reading and writing. Provides a set of teaching guidelines after each research review. Argues for teaching reading and writing as connected processes that have similar structures. (RS)

Demonstrates how social constructivism has affected conceptual change research, and draws implications for reading and writing instruction from conceptual change research using social constructivism as a theoretical framework. Discuss why conceptual change researchers turned to social constructivism as a theoretical framework for their research.…

Examines the research on one of the newest labels in the field of reading disabilities: attention deficit syndrome. Argues that such labels do little to help teachers plan instruction and can be harmful. Discusses the current diagnosis for this syndrome and the behaviors generally associated with it. (HB)

Examines research on teacher-directed instruction in mainstream reading classes with students with learning disabilities. Discusses findings of descriptive investigations of teacher-directed instruction. Reports two studies of the effects of teacher-change efforts. Uses applications of explicit teaching as a framework to address the lack of…

Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)