In this article, we describe an action research project conducted by the first author in her third-grade classroom over the course of one academic year as she documented four students' reading growth during a modified version of Retrospective Miscue Analysis (RMA). We highlight an additional step in the RMA process, which includes providing…

This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…

As a special education teacher, locating effective techniques for improving and tracking her students' reading progress became an ongoing task. During the author's first year in that role, she realized immediately that finding an effective approach for improving reading was crucial for her students. A professor introduced her peers and her to…

Concludes that there was no significant difference in the reading proficiency of second-grade students who were taught with an experimental reading strategy technique and those taught with a traditional method of reading instruction. (FL)

A study examined the effects of teacher feedback on the oral reading performance of nine low-ability second grade readers. Subjects were randomly assigned to one of three treatment sequence conditions. A single-subject format was incorporated by using a Latin Square design for presenting the three treatment conditions--graphophonemic immediate,…

The usefulness of miscue analysis as a teaching organizer for diagnostic and evaluative remedial reading instruction was investigated in a sample of 28 black high school students. The students were divided into a control group of 14 pupils and two experimental groups of seven students each: an intensive class needing individual instruction and an…

The effects of a language-based reading approach on the reading strategies of first grade children were examined in a study involving a total of 40 children. Half of the students were placed in an experimental group that was exposed to the language-based reading approach, and half were placed in a control group that was taught to read by a…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 25 titles deal with a variety of topics, including the following: learning outcomes produced by single- and multi-grade primary classrooms; the effect of sex-role stereotyped picture books on children's behavior; word recognition…

Extending Beginning Reading was a research project based at the School of Education, University of Manchester, England, from September 1973 to December 1977. The project, aimed at helping readers seven years and older improve their reading skills, is detailed in this book, in which most of the seven sections contain implications for teachers. The…

To weigh the negative effects of "primerese" against its supposedly improved readability, a study compared the reading of controlled basal stories with that of the same stories minimally rewritten into more natural language. Participants were 64 white, lower middle class first grade students selected from five classrooms (all with basal…