Reading teachers focus more on the instruction of reading content or strategies, but pay relatively less attention to the impact of writing on reading comprehension. Based on mediation theory, the author examined the effect of summary writing about reading texts on readers' comprehension. By reviewing relevant literatures on the topic of…

The writing across the curriculum movement has rightfully gained recognition as a transformative force in how teachers conceive of, use, and assign writing in their classes throughout various disciplines. Drawing on data from the first three years of an ongoing study of faculty "WAC fellows" at a large, comprehensive state university,…

Many factors affect attitudes toward reading, including parent and other caretaker support, sibling attitudes, school and library programs, curriculum and instruction, and, of course, teachers. While working with preservice teachers pursuing licensure in pre-kindergarten through adolescent education, it became evident that the students had many…

Reading ability is fundamental to teaching and learning (AFT 2004). This study assessed the reading ability of 25 in-service science educators at the University of Limpopo for three science texts: Grades 7, 8 and 9, using a cloze test and exploring materials that educators read. The scores were categorised as being independent, instructional and…

The inability of many English second-language (ESL) learners to read at desirable levels is universal, but reasons for this and solutions have not yet been addressed. Within the South African teaching context especially there is a paucity of evidence-based research findings available on the literacy challenges faced by ESL learners and the…

While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children's prosodic skills and reading ability. Hierarchical multiple…

Examines the effectiveness of a remediation program that coordinated the existing remediation curriculum with required academic courses. Finds that the program was successful in improving student reading abilities, assisting them in performing well in a beginning history course and retaining them at the university. (RS)

A study investigated the relationship between attendance and reading ability and the difference in attendance or reading ability attributed to gender or race. The measuring instrument was the Gates-MacGinitie Reading Tests. An interracial group comprised of 33 students, 18 males and 15 females, was placed in a semester-long reading improvement…

Examines a remedial reading program for grades 4 and 5. Claims that a reading program featuring oral language, good children's literature, interesting reading activities, writing, and attractive reading incentives in an informal classroom structure can change negative reading attitudes and improve reading abilities. (MM)

Released by the New York City Board of Education, this document reports on the success of the Learning to Read Through the Arts program for grades two through six during the 1985-86 school year. The first section introduces the Chapter 1 program, which was offered for 32 weeks at 6 different New York City sites, and explains how students are…

The Chapter 1 Developer/Demonstration Program, Learning to Read Through the Arts (LTRTA), offers intensive reading and reading-oriented arts instruction to Chapter 1-eligible students. During the 1988-89 school year, the program served 100 ungraded special education students and 716 general education and limited English proficient (LEP) students…