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…

Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling…

Describes a resource teacher's efforts to implement a program to improve reading at the secondary level in a Florida school. Offers activities used in the program. (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)

Because gifted readers have instructional needs that vary greatly from the norm, curriculum planners and teachers should make plans for the gifted that are different from those for other pupils. An instructional program for gifted readers should (1) have a strong content and value emphasis, (2) group students so as to allow the gifted to relate in…

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

Describes a program used in three Texas schools in which kindergarten children spend a part of each day writing. (FL)

Reviews one school district's process for helping kindergarten teachers integrate formal reading instruction into their classrooms. (FL)

Describes the development and implementation of an inservice program in reading instruction for practicing secondary school teachers. (HOD)

Reports on a project in which parents were involved in the teaching of reading to children who had been variously identified as remedial, dyslexic, or backward. Concludes that the project was successful. (DF)

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)

Describes a two-track approach to language arts instruction at the secondary school level. (AEA)

Argues that a well-planned literature program can instill in primary-grade children a lifelong love of literature and reading. Describes one such program, the Literature in Teaching program developed in Evanston, Indiana, by classroom teachers and librarians. (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)