Explores the epistemological underpinnings of a widely advocated approach to the teaching of reading called the balanced approach. Summarizes the differences and commonalities in different approaches that have been labeled "balanced." Formulates a preliminary epistemological theory of balance in reading. Explores the benefits of considering…

Suggests that children often get confusing or conflicting instruction that possibly exacerbates initial problems. Reviews approaches to teaching children with reading problems. Concludes that effective phonics instruction for children with reading problems is both novel and systematic. Recommends a two-pronged solution: provide one clear and…

Presents an approach to word study instruction, wordsorting, based on recent spelling research. Reviews research that support the conceptual and developmental nature of learning to spell. Presents a conceptual framework consistent with research findings. Explains variations in word sorting activities, describes basic components and extensions, and…

Discusses whether or not beginning readers learn phonics best through instructional approaches that teach students to sound out letters, spell words, or combine the two. Concludes that caution is in order as experimental research assessing the effectiveness of each approach has yet to be conducted. Suggests, in the interim, instruction should be…

Describes a late intervention for older students with significant reading difficulties. Describes the kinds of reading and writing assessments necessary to determine a starting place for teachers. Finds that in almost every case, the students made substantial gains in a short period of time, and the teachers expressed satisfaction with both their…

Notes many students with disabilities benefit from prompts for reading in general education classrooms. Considers how visual, auditory, kinesthetic, and tactile prompts implemented by the teacher, by the student with minimal teacher assistance, or by the student independently can facilitate more effective reading. Describes strategies for using…

Examines research on teacher-directed instruction in mainstream reading classes with students with learning disabilities. Discusses findings of descriptive investigations of teacher-directed instruction. Reports two studies of the effects of teacher-change efforts. Uses applications of explicit teaching as a framework to address the lack of…

Investigates ways in which alternative and authentic reading assessments would result in students of varying abilities increasing their self-expectations and performance levels. Finds that when given the opportunity to engage in performance-based activities and assessments, students with learning disabilities can begin to clarify their strengths…

Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)