The purpose of this study was to conduct a quantitative content analysis of the conference session programs from the Association of Literacy Educators and Researchers (ALER) annual meetings across five decades spanning from 1960 through 2010. The data cycled through an analysis during four separate phases. In total, 4,605 conference sessions were…

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)

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)

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)

Concludes that remediation often consists of students completing skill lessons in workbooks with the teacher serving as manager, that most remedial activities are not congruent with classroom tasks, and that remedial students generally receive no additional instructional time to acquire reading behaviors. (FL)

Discusses the outlier paradigm, then (1) reviews some major studies in reading program effectiveness at the elementary school level that have followed the paradigm (2) synthesizes findings from these studies into what they suggest are the key elements of effective reading programs (3) offers some critical commentary on the studies in question and…

Describes a reading program based on Piagetian theory and a psycholinguistic interpretation of the reading process. Explains each component of the program and offers evaluative data attesting to its success. (FL)

Looks at developments in adult reading over the past two decades, concentrating on the training of teachers, testing and evaluation, and program evaluation methods. Concludes that while adult reading has made substantial progress, it is still not a mature field. (FL)

Concludes that subjects in a clinic setting developed a variety of reading and writing strategies to enable them to succeed during their time at the clinic and that helped them maintain their processing--in spite of questionable teaching practices. (FL)

Reports on a survey used to evaluate the secondary school reading program in Polk County, Florida. (DF)

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)

Describes a 10-week reading program that paired students and parents as reading partners. Concludes that the program was successful because the children's reading scores improved measurably and parents felt the program was worthwhile. (SRT)

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)

Concludes that reading clinics run by colleges offer services to the community as well as for training students in diagnosis and remediation and that their services, fees, and clients vary. (FL)

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)