Fourth-grade children previously identified as poor readers comprehended more information when they read personalized, as opposed to standard, stories. Names and places given by the students personalized the stories. No difference was found among children of average reading ability on this variable. (Author/PN)

Results of this study supported the belief that whole language strategies and routines used in first grade classrooms will yield scores on traditional reading standardized achievement tests that are comparable or superior to those resulting from the use of basal reader programs. (Author/IAH)

Project Literacy United States (PLUS) is a national service project initiated in December 1985 with the key goals of mobilizing and organizing community resources to deal with illiteracy on a local level and to raise awareness of the widespread illiteracy problem. Using concepts from the Navy's intensive reading immersion program, Memphis-Project…

A study examined the effect of sustained silent reading and writing on the reading achievement, writing, and reading attitude of students reading two or more years below grade level. Subjects, 97 seventh graders and 104 eighth graders enrolled in a semi-rural, predominantly black, lower socioeconomic status, Southeastern school district, were…

A practicum was conducted to improve reading comprehension in classroom performance with the basal reading series and on norm-referenced tests. Subjects included a fifth-grade class of 28 students who were paired with another fifth-grade class as peer teachers. New skills were taught and practiced with the target population early in the week. On…