Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and…

There is now compelling evidence that children's early vocabulary development is essential to their long-term reading comprehension. Findings from experimental studies have indicated that vocabulary knowledge influences the development of conceptual knowledge and comprehension, suggesting a causal relationship among these fundamental language…

Describes Project READ:S (Reading Education Accountability Design: Secondary), which is designed to improve the teaching of reading in the content areas. Notes that this project has been approved by the National Diffusion Network for exemplary program status. (FL)

Offers a step-by-step procedure for teaching intermediate grade poor readers three important text-based strategies that boost their comprehension of expository prose by stimulating their thinking. (FL)

Presents a study, focusing on 15-year old students, that demonstrates how an experimental reading program improved students' abilities using four reading activities: (1) looking for key fragments, (2) paying attention to structure marking elements, (3) making up questions, and (4) mapping important information from a text. Demonstrates an…

Outlines Teaching Reading as Conversation (TRAC), a program that teaches reading in an environmental context, with immersion techniques, as though it were a foreign language. (DF)

Criticizes E. D. Hirsch and cultural literacy. Raises questions about the selection of content and teaching methods in a program for cultural literacy. Clarifies the concept of the "writerly" and supports the argument that it is necessary in education for literacy with arguments from empirical research, history, and personal experience.…

Studies the middle level reading programs in the midwestern states to determine which areas received the most emphasis within five separate categories: instruction, approach, comprehension, materials, and activities. Finds that typical midwestern reading programs focus primarily on developmental instruction, emphasize a traditional skills approach…

Describes an Environmental Reading Program, in which students come to realize that they are readers of their surroundings. Shows how the program can stimulate thought processes and promote comprehension. (FL)

Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers. (FL)

Describes a minimal training program designed to improve the reading skills of adults in the business world. Concludes that the program had a significant effect of the vocabulary development, comprehension, and reading rates of the participants. (FL)

Explains how education majors try to learn to recognize thought unit sentences (ThUS's) and to gauge their difficulty. Shows examples of simple writing and discusses the task of writing ThUS's to match style and level of author. Gives a rationale for doing a readability analysis in this way. (FL)

Describes a "Talents Unlimited" program, based on the work of Calvin Taylor, that was used successfully in a class of fifth-grade remedial readers. Includes some of the activities devised by members of the class. (FL)

Describes a summer remedial reading program for first-grade students. Includes discussions of the activities and strategies used to promote comprehension, fluency, and vocabulary development. (FL)

Describes the development and implementation of a reading program based on the desire to put theory into practice. Details the use of materials, diagnostic procedures, and daily schedules and concludes that individualized meaning-based program provides positive changes in teaching and learning behavior. (FL)