Reading can be a way to increase students' social interaction and writing, especially for the need to continue to a higher level of education. Students with Autism Spectrum Disorder (ASD) show deficits in reading skills. Recent research shows that there is heterogeneity in this population, which is accompanied by a lack of personalized learning…

Purpose: To become good at anything we need to practice. However, in the classroom context, much of the reading time is devoted to instruction rather than practice. Reading practice should be daily. Text choice, motivation and reading for pleasure all interact to support implicit learning. Design/methodology/approach: Review and synthesise the…

Learning to read marks a critical transition in a child's educational trajectory that has long term consequences. This dissertation analyzes how California's current policies in beginning reading instruction impact two critical conditions for creating opportunity--access to qualified teachers and rigorous academic curriculum--by examining the…

Practitioners are often faced with the national legislation's influence at the school-based curricular level. In the United States, the federal government No Child Left Behind Act of 2001 mandates reading instruction at the early primary grade levels. The position of "literacy coach" was created to support this curriculum change by…

Addressing beginning reading instruction in urban schools, this article proposes that a curriculum gap exists in many K-3 classrooms that operate under the guidelines of the No Child Left Behind Act and Reading First. The authors make a case for the inclusion of systematic and sustained instruction in comprehension, content knowledge, and writing…

With a simplified alphabet and interactive computer programing, John Henry Martin has developed a system by which children can learn to read and write far better than usual. In this interview, he explains his approach. (Author/MLF)

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)

District staff members and teachers in the Northern Lights School Division of Alberta designed a formal reading curriculum for kindergarten. In the first year, all 141 kindergarten-age students were included in the study. Their progress equaled that of students in average first-grade classrooms, and none of them failed. (Contains 14 references.)…

This report presents a summary of reading research conducted by the Kamehameha Early Education Program (KEEP) during 1972-75. Research was conducted in four areas: student industriousness, reading readiness, teaching of sound-symbol relationships, and language (especially dialect interference). With regard to industriousness, it was found that…

Criticizes the 'Look and Say' method of teaching reading, asserting that it assumes that most children will learn to read by themselves, that it leaves out those children who need to be taught to read, that it can actually teach a child not to concentrate, that it teaches memory, and that it helps the child to accept his disability. (Author/JM)

In the Spring of 1967, two groups of about twenty 4-year-olds from varying socioeconomic backgrounds of a small Midwestern community were subjects in a study to design a preschool curriculum. After an IQ test, individual identification tests (word, letter, and numeral) were administered to determine the children's knowledge. Home interviews and…

Two beginning reading curricula that use computer assisted instruction were developed during 12 years of work at Stanford University. This paper describes those curricula and the motivations, assumptions, procedures, and problems that were involved in their construction. Twelve observations about curricular design and development are summarized to…

Having rejected the assumption that children meeting the criteria of "unimpaired" possess the basic perceptual skills needed to organize raw data into meaningful symbolic units, and the notion that children less adept in these skills can be categorized as "learning disabled" or "culturally disadvantaged," the Learning Research and Development…

Results of 6 experiments with 109 Australian preschool children favor training in phoneme identity over segmentation as a component of initial reading instruction because it is easier to implement and its relation to alphabetic insight is stronger. Implications for the initial reading curriculum are discussed. (SLD)

Defining reading as a dynamic, interactive process involving the reader in constructing meaning, this guide for the elementary and secondary curriculum was designed to facilitate effective and creative decision making by teachers for (1) integrating reading and writing across the curriculum, (2) developing readers who can independently apply…