Research on teacher effectiveness in reading instruction is reviewed and implications for gifted students are noted for four areas: reading diagnosis, teacher-directed instruction, opportunities to learn and practice, and engagement in learning. (CL)

Reviews research showing that teachers can improve student reading behaviors through direct instruction and reinforcement. (FL)

Notes that researchers have generated multiple theories as to why students learn to read better when they tutor others. Surveys several options, then concludes that the answer may lie in the amount of time spent on task in tutoring. (FL)

Studies comparing computer-assisted instruction with traditional print were reviewed in order to determine what researchers have discovered about using computers in reading. The research findings were then compared and integrated through using the following five categories: interaction, attitude, instructional control, time on task, and…

Cognitive research of the 1970s has shown that both content factors (topical world knowledge and knowledge about textual organization) and process factors (attention, encoding, inference, retrieval, and executive monitoring) influence comprehension. Classroom research during the same decade has shown that the greater the proportion of time…

Describes the characteristics of effective reading programs and presents implications for the improvement of reading instruction. (HOD)