This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula; (2) mixed-method models (methods that combine large-and small-group instruction with computer activities); (3) computer-assisted instruction; and (4)…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

This article reviews research on the achievement outcomes of alternative approaches for struggling readers in grades K-5: One-to-one tutoring, small group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study duration of at…

In recent years there have been several attempts at integrating the research on reading. Snow, Burns, and Griffin (1998) delineated three areas of knowledge that, if appropriately dealt with, will prevent reading difficulties: knowledge of the alphabetic principle, fluency, and comprehension. Snow, Burns, and Griffin suggest that these areas…