Literacy skills of 1st grade children were assessed; one group received instruction in phonemic awareness in kindergarten, while one group did not. Both groups received phonemic awareness instruction during 1st grade. At the beginning of 1st grade, the group with early phonemic awareness training scored higher on phoneme segmentation and had fewer…

The processes of change in children's reading motivation have not been widely studied. We investigated whether situated interest for a specific book may lead to longer-term intrinsic motivation for general reading. Two schools with 120 grade 3 students filled out reading logs identifying their reasons for reading their favorite books twice. In…

Examined whether altering the sequence of the traditional basal reading lesson by placing enrichment activities first increased comprehension of text. Found altered format subjects (of 45 subjects in total) correctly answered 71% of comprehension questions, whereas traditional format subjects correctly answered only 58%. Suggests these significant…

Focuses on the development of and research into well-articulated models of reading fluency instruction that make fluency an integral part of the regular reading curriculum. Brings to light ways in which reading fluency instruction can be made an important part of and an achievable goal for the general reading curriculum. (SR)

Examines the impact of the traditional form of reading instruction on the reading attitudes and perceptions of the reading process of 467 elementary school children. Compares children taught traditionally and children who received no formal reading instruction. Finds that reading attitudes and perceptions of the reading process were affected by…

Reports on a study that investigated which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitates fifth-grade students' comprehension. Concludes that for these students as a whole, comparable comprehension may be expected when they read to themselves or read…

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Studies the effects of tutorial instruction, utilizing students' interests and trade books, on the attitudes of poor readers. Suggests that the attitudes of poor readers may be positively influenced through such instruction in an integrated language arts approach. (HB)

Examines the effect of using a literature webbing strategy lesson and predictable books with 22 below-average first grade readers. Finds that the literature webbing strategy lesson was significantly more helpful in improving below-average readers' comprehension as measured by miscues in oral reading and answers to comprehension questions than was…

Presents findings of a collaborative study that examined a teacher's implementation of portfolio instruction and assessment in a high school French class. Gives perspectives of the teacher and students involved, and discusses implications of these perspectives. (HB)

Investigates the degree to which instruction in teachers' manuals relates to the stories in basal readers. Finds that the instruction in teachers' manuals relates to children's stories less than 33% of the time. (SKC)

Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)

Describes the Read Naturally (RN) strategy to improve reading fluency that combines reading from a model, repeated readings, and progress-monitoring. Suggests positive results found in data collected from classroom implementations with K-3 remedial and special education students and 6th-grade special education students. (NH)

Recommends teaching suggestions which focus on three broad areas: (1) strategies for teaching textbook organization; (2) strategies for using graphics to organize the information covered in the text; and (3) the use of an integrated approach to content area teaching. Cites studies to support these recommendations. (MG)

Analyzes four informal reading inventories to determine the text type of each passage, whether narrative passages are well formed, and whether expository passages are well organized. Finds almost half the narratives poorly formed. Concludes that the lack of continuity in text type and organization could result in children's comprehension scores…