The authors used a multiple-baseline-across-behaviors (i.e., word lists) design to evaluate a computer-based flashcard intervention on automatic sight-word reading in a 4th-grade student with moderate to severe intellectual disabilities. Immediately after the intervention was applied to each of three lists of sight words, the student made rapid…

Teaching students how to read is one of the most important tasks in elementary schools. The majority of schools use published basal programs to teach students to read. Several published reviews have indicated that past editions of basal readers did not align with appropriate instruction for beginning level readers. In this study I reviewed five of…

Critiques an experiment by M. Arlin, M. Scott, and J. Webster (see EJ 206 153) in which their pictures as an aid to learning hypothesis contrasts with the focal attention hypothesis supported by research by H. Singer, S. J. Samuels, and J. Spiroff (see EJ 105 648). (MKM)

The major theory examined in this paper is that the increasing problem of illiteracy in the United States may be due to a faulty method of teaching reading. The causes of the illiteracy problem and possible solutions are explored using evidence from reading research and classroom results. The following topics concerning the teaching of reading are…

Within the context of an ongoing classwide peer tutoring system for sight words, a training program was conducted to teach first-grade peer tutors to provide verbal praise for correct responses on an intermittent schedule. After training, the four observed tutors successfully delivered praise on the desired schedule. (Author/JDD)

Recent research on reading reveals many methods work for teaching reading. There are three individual reading styles: (1) those who need phonics, (2) those who can learn it but don't need it, and (3) those unable to learn phonics. The level of reading achievement depends on how well instructional program accommodates to an individual's reading…

Transcriptions of a teacher using the "look and say" method of teaching reading to her beginners grade are analyzed. Methodological problems are identified and related to the children's view of the reading process and to their views of themselves as learners. The language experience approach is also discussed. (Author/KC)

Reviews the 1886 reading research findings of J. McK. Cattell, and their confirmation by E. B. Huey in 1908; points to considerations that militate against accepting the Cattell/Huey evidence on word recognition processes as support for pedagogical practice. (GT)