Describes and evaluates "Breakthrough to Literacy," a beginning reading scheme based on the language experience approach and launched in Saskatoon, Canada schools in 1974. (RB)

This report contains 11 recommendations and a call to action designed to ensure that every child in Idaho is able to read at the appropriate level by the end of third grade. It was requested by the 1997 Idaho Legislature, which acknowledged that reading is fundamental to a student's ability to achieve his or her full potential. The research…

Describes a literature-based reading program designed around independent reading and writing periods (IRWP) in which children could choose to participate alone or with others in several different literacy tasks. Finds that the physical design of the literacy centers, the modeled behavior by the teachers, and the time for IRWP resulted in increased…

The purposes of this study were to custom make a reading readiness program for a group of kindergarten children and to compare their progress with that of a second group. A pretest was administered to all of the children and then each child was grouped according to his or her needs. Two classes were involved in the study, one labeled control and…

Calling attention to the continuum of approaches reflected in beginning reading programs, this report presents content and cost analyses for over 50 beginning reading programs. The first of the report's five chapters is an introduction. The second chapter begins with a brief description of the major issues in the area of beginning reading and…

The Southwest Regional Laboratory (SWRL) Summer Reading Program is a parent-administered program designed to help children maintain the reading skills that they acquired in kindergarten through participation in a communication skills program. The subjects of the experimental group were 389 kindergarten students in four California school districts.…

Describes five programs of early intervention for the prevention of reading problems (Success for All, the Winston-Salem Project, Early Intervention in Reading, the Boulder Project, and Reading Recovery). Compares these five programs on a number of dimensions, identifying common features that seem related to preventing reading problems. Draws…

This booklet describes early reading programs in six different elementary schools in Colorado that share the same goal--all children must be fluent readers and writers by the time they enter third grade. The six schools, while different in size, location, and socioeconomic makeup, each emphasize: early intervention; a balanced, consistent teaching…

Presented by the originator of the project, this speech addresses Reading Recovery as a prevention model to reduce literacy problems, as a model of what an early intervention strategy based on grounded theory looks like, and as a breakthrough in a conceptual barrier pointing to what is possible. Sections of the speech include: (1) "Who Needs…

The intent of this evaluation report is to provide information obtained from a study of the Success in Reading and Writing Program pilot project initiated in the Washington, D. C. public schools in 1978-79. The first chapter of the report describes the Success in Reading and Writing Program, its goals and objectives, and the pilot project; states…

The Sullivan Reading Program is designed to teach reading, with the focus on basic skills, to children beginning in kindergarten and continuing through grade 3. It is also used in remedial reading instruction for children and adults of all ages. The two basic series of materials are the Programmed Reading series and the Sullivan Reading Program,…

A study described and evaluated "First Steps," an intervention program for low-reading first graders that was implemented in four rural schools in western North Carolina. First Steps borrows heavily from Reading Recovery but differs significantly in the areas of pre-post assessment, tutor training, and teaching procedures. Attention was…

Investigates a three-year reading club project, implemented in an urban school with kindergarten children for the purpose of promoting literacy. Shows a positive influence on children's interest in books, reading comprehension, and home reading experiences. (RS)

Describes how a second grade teacher implemented a small-group, support-reading strategy with low-achieving readers. Describes (1) characteristics of the innercity classroom; (2) explanation of how the instructional strategy was introduced and implemented over time; (3) evidence of the intervention's success; and (4) comments on the…