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Direct linkSchumaker, Jean B. – Learning Disabilities Research & Practice, 2022
The purpose of this article is to describe a 40+ year journey during which researchers have endeavored to design and evaluate an integrated, empirically based reading intervention for secondary students and to chronicle the lessons learned as well as suggest future directions for this type of work. Initial development of the intervention began in…
Descriptors: Reading Programs, Program Development, Reading Instruction, Educational Development
Peer reviewedCarr, Kathryn S. – Reading Teacher, 1984
Notes that while gifted students have characteristics that suggest superior reading ability, not all of them become capable readers. Proposes a teaching program that is different in content, method, and pacing to help these children reach their potential. (FL)
Descriptors: Academically Gifted, Cognitive Processes, Learning Processes, Program Design
Weaver, Constance – 1980
The basic thesis of this book is that reading is not a passive process by which people soak up words and information from pages, but an active process by which they predict, sample, and confirm or correct hypotheses about written text. Part One of the book examines the reading process and reading instruction, and it contains chapters that deal…
Descriptors: Educational Theories, Elementary Education, Program Content, Program Design
Knight, Lester – Tennessee Education, 1984
A search of professional literature identifies skill in assessment and the ability to develop a well-structured program implemented with direct, rather than incidental, instruction as the two general areas of competence that influence mastery teaching in reading. (NEC)
Descriptors: Educational Assessment, Elementary Secondary Education, Master Teachers, Program Design
Download full textNelson-Herber, Joan – 1982
The staff development program for the Network of Secondary School Demonstration Centers for Teaching Reading in the Content Areas is a long-range, highly structured, and comprehensive model. In addition to the support system for the learning and implementation of strategies for teaching reading in the content areas, the program employs…
Descriptors: Content Area Reading, Faculty Development, Inservice Teacher Education, Instructional Improvement
Wanzek, Jeanne; Bursuck, Bill; Dickson, Shirley – TEACHING Exceptional Children, 2003
This article shows how an understanding of phonological awareness can help teachers improve the reading skills of their students, particularly those at risk of failure. It examines the necessary components for a well-scaffolded program and possible adaptations that would be needed for learners who are at risk and those with disabilities. (Contains…
Descriptors: Academic Accommodations (Disabilities), Beginning Reading, Disabilities, Elementary Education
Peer reviewedSlavin, Robert E.; And Others – Journal of Education for Students Placed at Risk, 1996
Describes the various components of the Success for All Program (SFAP) and provides a detailed review of its effectiveness in improving the academic accomplishments of students placed at risk, including English-language learners and special education students. It also compares SFAP with Reading Recovery programs. Results of evaluations of 23 SFAP…
Descriptors: At Risk Persons, Bilingual Students, Educational Research, Elementary Education
