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Rupley, William H. – Roeper Review, 1984
Research on teacher effectiveness in reading instruction is reviewed and implications for gifted students are noted for four areas: reading diagnosis, teacher-directed instruction, opportunities to learn and practice, and engagement in learning. (CL)
Descriptors: Elementary Education, Gifted, Reading Diagnosis, Reading Instruction
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Brekke, Gerald; Chew, Stephen L. – Reading Improvement, 1989
Compares time allocated for basal and other reading in grades one through six between 1961 and 1985 in eight geographic regions of the United States. Finds the greatest increase in the Upper Midwest and Southwest and a significant increase in time allocated for content and free reading in the Middle Atlantic. (NH)
Descriptors: Educational Policy, Elementary Education, National Surveys, Reading Instruction
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Thurlow, Martha; And Others – Journal of Educational Research, 1984
Practice in oral and silent reading is an important component in the development of reading skills. Observational techniques were used to investigate the actual amount of time a second-grade class spent reading during reading instruction. Results are discussed with regard to effects of practice time on student reading. (Author/DF)
Descriptors: Educational Strategies, Elementary Education, Grade 2, Learning Activities
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Nevi, Charles N. – Reading Teacher, 1983
Notes that researchers have generated multiple theories as to why students learn to read better when they tutor others. Surveys several options, then concludes that the answer may lie in the amount of time spent on task in tutoring. (FL)
Descriptors: Cross Age Teaching, Elementary Education, Reading Difficulties, Reading Improvement
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Brown, Byron W.; Saks, Daniel H. – Economics of Education Review, 1987
A microeconomic theory is used to examine student learning curves. Achievement and time allocation measures are from a half dozen pupils in each of 21 fifth- and 25 second-grade classrooms in reading and mathematics. Also studied are the role teachers' values play in allocating learning time to students. (MLF)
Descriptors: Academic Achievement, Economic Research, Elementary Education, Elementary School Mathematics
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O'Sullivan, Patrick J.; And Others – Reading Research Quarterly, 1990
Investigates the opportunities to learn provided in regular and special education classes for mildly handicapped students. Finds that, overall, mildly handicapped students experienced significantly less opportunity to learn during mainstream reading instruction than their nonhandicapped peers. Concludes, however, that placing such students in…
Descriptors: Comparative Analysis, Elementary Education, Mainstreaming, Mild Disabilities
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Kamps, Debra M.; And Others – Behavioral Disorders, 1995
A reversal design was used in two elementary classrooms to examine effects of cooperative learning groups (CLG) in reading instruction for three students with autism and their general education peers. Results demonstrated increased reading gains, academic engagement, and peer interaction during CLG conditions. Results also documented the…
Descriptors: Autism, Cooperative Learning, Elementary Education, Inclusive Schools
Tzung-yu, Cheng – 1993
Studies comparing computer-assisted instruction with traditional print were reviewed in order to determine what researchers have discovered about using computers in reading. The research findings were then compared and integrated through using the following five categories: interaction, attitude, instructional control, time on task, and…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Computers, Elementary Education
Hoffman, Lee McGraw; Rachal, Janella – 1983
To provide a Louisiana State reading improvement program with information that could improve instructional efficiency, a study was conducted to determine the relationship between student time on task and eight broad categories of classroom activities used by teachers during reading and language arts instruction. The eight activities studied were…
Descriptors: Classroom Research, Elementary Education, Language Arts, Learning Activities
Kurth, Ruth J.; Kurth, Lila M. – 1987
A study examined the use of time reserved for formal reading instruction in elementary schools. Subjects were 36 elementary classroom teachers--12 each from grades 1, 3, and 5--in 8 suburban schools. Specific reading instruction behaviors for each teacher were observed during two complete periods of the regularly scheduled reading classes. Teacher…
Descriptors: Elementary Education, Oral Reading, Reading Comprehension, Reading Instruction
Allington, Richard L. – 1982
Teacher logs for 600 reading group sessions from grades 1, 3, and 5 were analyzed to identify whether the amount and mode of assigned contextual reading differed systematically between "good" and "poor" reading groups. Analyses indicated that groups comprised of good readers read more total words and more words silently than…
Descriptors: Academic Aptitude, Elementary Education, Grouping (Instructional Purposes), Reading Ability
Denham, Carolyn, Ed.; Lieberman, Ann, Ed. – 1980
This volume describes the process, findings, and implications of a complex research project known as the Beginning Teacher Evaluation Study (BTES). A major contribution of the study is its focus on Academic Learning Time (ALT) as a measure of learning. ALT is the amount of time a student spends engaged in academic tasks of appropriate difficulty.…
Descriptors: Academic Achievement, Elementary Education, Grade 2, Grade 5
Biemiller, Andrew J. – 1980
A study was conducted to replicate earlier findings regarding the relationships between letter, word, and text reading times and measures of reading achievement and to establish the stability of reading times measures and their relationships over a one-year period. Subjects included 150 children in eight age cohorts between grades one and six. The…
Descriptors: Elementary Education, Letters (Alphabet), Longitudinal Studies, Oral Reading
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Limbrick, E. A.; And Others – American Annals of the Deaf, 1992
This examination of reading in New Zealand classrooms found that deaf children (n=45, ages 5-10) spent very low amounts of time engaged in reading and were subjected to teacher interactions that may inhibit the development of meaning-based reading skills. Case studies showed that more time spent reading led to greater reading achievement.…
Descriptors: Case Studies, Classroom Communication, Deafness, Elementary Education
Webb, Norman L.; Nerenz, Anne G. – 1980
This is one of a series of reports which provide definitions of and descriptive data on the variables used in the Comparative Study of Phase IV of the Individually Guided Education (IEG) Evaluation Project. Phase IV investigated three curriculum programs specifically designed to be compatible with instructional programming for the individual…
Descriptors: Curriculum Evaluation, Data Analysis, Elementary Education, Grade 2
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