Concluded that the reading-storage technique deserves consideration as an objective measure of the primary effect of reading. (RB)

Compares responses of two highly reluctant learning-disabled readers before and after they were helped to visualize story situations through visual art. Shows that visual art helped the readers to begin enjoying reading, and to begin evoking and manipulating story worlds in their minds. Notes that the students began to participate in the classroom…

Investigates whether home-based repeated reading with an audio model is a significant supplement to the literacy instructional program of second-language learners. Finds that all five participating second-language learners received substantial benefit from the opportunity to practice reading books with audiotapes at home, and that the support…

Investigates Vygotsky's concept of the zone of proximal development using peer social dialogue integrated with teacher support to develop children's reading, writing, and abstract thinking in story reflection and sense of audience. Reports that students showed improvement in word recognition, in fluency, and in evaluating their own reading…

Merges the Simple View of reading with rauding theory by advancing a revision, called Simple View II. Presents empirical evidence that, when the Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in…

Describes a five-year research and development project that led to the creation of a decoding program for poor readers in grades one through eight. Uses action research as a means of developing the program and modifying the research. Finds that the word identification program enabled students to become better decoders and allowed them to make…

Contrasts the effects of a storybook reading approach to traditional reading readiness approaches on the literacy development of urban at-risk kindergarten children. Finds that the storybook reading groups scored significantly higher on a variety of literacy measures. Finds no significant differences between the groups on standardized measures of…