We present the results of a study of local education agency (LEA)-based interventions to improve the reading outcomes of struggling readers in sixth grade. The sample included 1,076 intervention students and 3,644 comparison students. Regression discontinuity was used to evaluate intervention impact. The study contributes to the field by…

Three years after seven teachers had participated in an intensive year-long professional development experience in three multilevel reading practices (partner reading, collaborative strategic reading, and making words), all but one teacher sustained one or more of the practices at a high rate, as determined by classroom observation and interviews.…

Describes technique developed by the Barking Reading Project to judge relevance of visual sequential memory to reading. A study which used this technique to assess the effects of labelling strategy on sequential memory tasks is compared with alternative assessments, and results are discussed in terms of task analysis and structuralist approaches.…

The use of coaching to bring research-based teaching practices into general education classrooms to improve reading instruction for students with learning disabilities is explored. Twelve elementary teachers were trained and mentored by consultants and two special education coaches. Special and general educators conceptualized teaching differently…

This volume, the proceedings of a 1992 conference, presents 14 papers which take a neuropsychological approach to attention deficit disorder, attention deficit disorder with hyperactivity, and learning disabilities. Papers have the following titles and authors: "A New Conceptual Model for Dyslexia" (Sally E. Shaywitz et al.);…