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The Effects of Systematic Reading Instruction on Three Classifications of Readers
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Kerins, Marie; Winkler, Kathleen; Sweeney, Marty; Carran, Deborah – Reading Research and Instruction, 2006
This study examined the effects of systematic instruction emphasizing phonological awareness using three groups of readers (single deficit, double deficit and no deficit) aged 6:6 to 9:3. Twenty nine subjects identified with language-based learning deficits were assigned to a group based on assessment of phonological core deficit areas. After nine…
Descriptors: Reading Instruction, Reading Skills, Reading Difficulties, Children
Learning to Write: Children's Use of Notation.
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Kraker, Myra J. – Reading Research and Instruction, 1993
Considers awareness, form, and use of notation by normally achieving and school-identified learning-disabled first-grade students. Finds that young normally achieving children spontaneously recorded and organized information, whereas learning-disabled children were more tentative in the use of notation. Suggests that the performance of…
Descriptors: Beginning Writing, Developmental Stages, Grade 1, Learning Disabilities
Process Writing for High-Risk and Learning Disabled Students.
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Zaragoza, Nina – Reading Research and Instruction, 1987
Discusses the major elements of writing process instruction and the positive influence they have on learning-disabled and inner-city high-risk students. Argues that such process-writing programs might serve as a preventative measure for children likely to be categorized as learning disabled in the future. (HTH)
Descriptors: Educationally Disadvantaged, Elementary Secondary Education, High Risk Students, Intervention
On the Search for a Characteristic Wisc-R Subtest Profile of Reading/Learning Disabled Children.
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Moore, David W.; Wilson, Barry J. – Reading Research and Instruction, 1987
Evaluates the utility of the Bannatyne recategorization of WISC-R subtest scores for diagnosing and prescribing instruction for reading/learning disabled children. Concludes that the use of such scores is not warranted. (FL)
Descriptors: Elementary Education, Intelligence Tests, Learning Disabilities, Reading Diagnosis
Word Recognition and Word Identification: A Review of Research on Effective Instructional Practices with Learning Disabled Students.
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McCormick, Sandra; Becker, Evelyn Z. – Reading Research and Instruction, 1996
Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Literature Reviews
Standardized Measures of Reading Achievement for Placement of Students in Chapter 1 and Learning Disability Programs: A Nationwide Survey of Assessment Practices.
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Steele, Jeannie L.; Meredith, Kurt – Reading Research and Instruction, 1991
Presents results of a nationwide survey to determine measures being used to diagnose reading difficulties and place students in learning disability or Chapter 1 classes. Finds that calls for change in assessment and placement practices have largely been ignored and implications suggest a need for reform. (MG)
Descriptors: Educational Change, Elementary Education, Evaluation Methods, Evaluation Needs
Toward Better Use of Improved Textbooks (ERIC/RCS).
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Cousin, Patricia Tefft – Reading Research and Instruction, 1989
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)
Descriptors: Content Area Reading, Graphic Organizers, Integrated Activities, Integrated Curriculum