Examines trends in reading instruction, suggesting that some approaches are responsible for children's reading difficulties. Looks at research suggesting ways to bridge the gap between reading experiences that take place in the home and those that occur in school. (HTH)

Presents reports from five educators on the research studies that influenced them most. (JL)

A study was conducted to examine the differences in reading instruction for good and poor readers. Poor readers were found to have less opportunity to read silently or aloud in the classroom and to read only half as many words as the good readers. (HTH)

Draws on social constructivist theory to present principles of reading instruction for struggling readers. Focuses on three social constructivist-based components that have been used successfully with struggling readers to enhance their reading instruction: a responsive literacy environment, explicit comprehension-strategy instruction, and time…

Presents a case study of a fourth-grade boy who was an active, intelligent boy who was not coping well with reading and writing in school. Discusses observations of, and conversations with, the boy and his parents in their home. Demonstrates the importance of educators' having a family perspective on students' language and literacy development.…

Presents case studies of two struggling reader/writers who found a "way in" to the world of literacy through nonnarrative texts. Argues for greater attention to nonnarrative in early literacy education. (SR)

Explores the consequences of schooling on identity and achievement through the author's son's involvement in four different social situations; storybook encounters at home in early childhood, a first grade classroom with abundant freedom, a second grade classroom with an impoverished curriculum, and third and fourth grade classrooms at a public…

Illustrates how a struggling third-grade reader named Maddie used her own writing as a logical place for beginning to become a reader. Describes how her teacher built on Maddie's strengths and immersed her in meaningful activities in order to promote a positive attitude toward reading which became the foundation for her acquisition of reading…

Discusses three studies that deal with instructional suggestions related to cross-age tutoring, the use of analogies, and some rethinking of a common testing practice--out-of-level testing for disabled readers. (FL)