Struggling readers often lack fluency and motivation and many exhibit dyslexic characteristics. Often these children sit undiagnosed in regular education classroom with interventions that are limited in scope and fail to have the motivational element which will encourage these struggling readers to actively engage in reading and writing. Students…

Increasing evidence in the literature supports the usefulness of Transcranial Magnetic Stimulation (TMS) in studying reading processes. Two brain regions are primarily involved in phonological decoding: the left superior temporal gyrus (STG), which is associated with the auditory representation of spoken words, and the left inferior parietal lobe…

This article highlights the Wimpy Kid diary book series by Jeff Kenney and discusses how educators can increase their knowledge base and take advantage of integrating such highly visual and nontraditional texts within the reading and language arts curriculum to enhance students' vocabulary development and reading comprehension. The article…

Many teachers and researchers have found that motivation and engagement seem to decline as students enter adolescence, and one of the causing factors is limited opportunities for creative expression. Moviemaking a text undoubtedly encourages students' creative expression to a great extent. This article explores the integration of moviemaking in an…

It is considered valuable to take advantage of web activities to improve and qualify the English teaching and learning processes, especially in the promotion of reading comprehension. In this article we share the process and results of a study that focused on some activities based on web materials that were designed and used with 10th grade…

Fluent reading hinges on automatic word recognition, yet little research has investigated the acquisition process with repeated exposure to novel words. In this study, elementary students in grades three to six were asked to read two-syllable pseudowords five times each (in varied sequences) during two sessions (n = 49). The goal was to study…

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Written for prospective and practicing teachers, this book is built on two major premises: firstly, that there are two broad categories of learners--inductive or traditional learners and noninductive or nontraditional learners; and secondly, that in order to prevent or remediate failure, all reading curricula must be modified to meet the needs of…

Outlines Teaching Reading as Conversation (TRAC), a program that teaches reading in an environmental context, with immersion techniques, as though it were a foreign language. (DF)

Defines "electronic books," and shares examples of prior research on the use of such environments to improve the reading fluency and comprehension of students with reading difficulties. Presents a taxonomy of the types of supportive resources that have emerged from efforts to design and research the use of electronic books, and presents…

This annual publication contains summaries of more than 1,100 reading research reports that appeared in print between July 1, 1978 and June 30, 1979. The summaries are arranged into six major categories. The first category contains a listing of other general bibliographies offering summaries of reading research, while the second category presents…

Studied effects of expert knowledge and metacognitive knowledge on strategy acquisition. Boys who were poor readers and baseball experts were trained in reading strategy using baseball or nonbaseball stories. Found that boys trained using baseball stories demonstrated greater strategy use; boys with higher metacognition demonstrated better…

Suggests that helping readers revalue the reading process and themselves as readers requires teachers to have an understanding of this process. Presents a case study of a seventh-grade student labeled as "learning disabled." Describes a miscue analysis and follow-up activities that helped the student strengthen his reading skills. (RS)

This paper addresses cognitive issues raised by the success of an early reading intervention program, Reading Recovery (originated in New Zealand and also used in Australia and the United States,) in which the great majority of students move from low reading achievement to average achievement for their age group within 12-15 weeks. The first…

The movement away from a stimulus-response to a constructive view of memory and reading comprehension has had an impact on both reading research and teaching. Viewing memory as not simply the recollection of sensory data, but as the complex interaction of the sensory experience with its immediate context and the perceiver's previous knowledge,…