Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school's reading program. The purpose of this investigation was to (a) determine…

Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu and teachers. This article considers how the Reading Standards of the ELA-CCSS are shaping these commonplaces in the teaching of reading. The organization of the Reading Standards, for example, focuses on two broad grade bands,…

For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

In this age of heightened accountability, academia is increasingly being asked to link assessment to candidate performance outcomes in multiple ways. Research demonstrates the importance of aligning assessment with content standards but cautions that it is critical that assessments match the content, cover a wide range of knowledge, are…

Identifies three aspects of educational significance as important areas for teacher participation in the evaluation of innovative reading programs: the establishment of performance standards, the specification of program cost, and the evaluation of noncognitive benefits. (FL)

Describes the program of the University of South Carolina's college of general studies development center, which was created in order to improve student reading skills. (FL)

Describes an early intervention reading program in Gentofte, Denmark, that is designed to maintain rather than remediate reading skills. (FL)

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Describes the developmental reading program at a Midwestern university which has as its major objectives the improvement of vocabulary, reading comprehension, and reading rates. (FL)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

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)

Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (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)

Describes a program initiated in East Germany in l962 to identify and remediate specific reading disabilities in elementary school children. Compares aspects of the program with those of programs in other nations. (FL)

Offers advice and guidance to those wishing to develop a volunteer tutoring program that costs little and helps many children in need of tutorial assistance in reading. (FL)