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Direct linkClausen-Grace, Nicki; Kelley, Michelle – Voices from the Middle, 2007
Clausen-Grace and Kelley believe that when it comes to independent reading, the question is not whether to use it, but rather how we can implement it to get the most benefit for our students. Here, they discuss the supporting research, defuse potential problems, identify characteristics of effective SSR programs, and outline their own action…
Descriptors: Independent Reading, Action Research, Recreational Reading, Individualized Instruction
Download full textGlowacki, Deborah; Lanucha, Cheryl; Pietrus, Debra – 2001
Students who lag behind in vocabulary commonly experience academic failure. A student's vocabulary knowledge directly impacts reading comprehension. To improve comprehension, students need exposure to a variety of literature and opportunities for meaningful practice of vocabulary they encounter daily. Vocabulary is developed through a variety of…
Descriptors: Action Research, Elementary Education, Instructional Effectiveness, Reading Aloud to Others
Turner, Thomas N. – 1993
A program to improve sixth through eighth grade underachieving students' reading comprehension was developed. Students were identified by comparing their anticipated and actual national percentile scores on the Test of Cognitive Skills (TCS) and the Comprehensive Test of Basic Skills (CTBS). A survey of students' reading behavior, a review of…
Descriptors: Instructional Effectiveness, Intermediate Grades, Junior High Schools, Reading Achievement
Reed, Kathleen – 1978
Students in 61 English classes at an urban high school participated in an investigation of the effects of sustained silent reading (SSR) on their reading comprehension skills and on their atttiudes toward reading. SSR calls for a systematic structured time in school for students to read books of their choosing without being tested when the reading…
Descriptors: High School Students, Reading Attitudes, Reading Comprehension, Reading Improvement
Peer reviewedReutzel, D. Ray; Hollingsworth, Paul M. – Reading Research and Instruction, 1991
Explores the validity of the reading comprehension skills distinctiveness hypothesis. Finds that results argue for a unitary or holistic view of reading comprehension and suggest increasing the time students spend in sustained reading of self-selected materials as a means for improving students' reading comprehension. (MG)
Descriptors: Elementary Education, Holistic Approach, Instructional Effectiveness, Instructional Improvement
Peer reviewedClary, Linda Mixon – Reading Horizons, 1988
Describes a variety of simple, structured techniques that reading teachers might recommend to parents who want to help their children. (ARH)
Descriptors: Elementary Education, Parent Participation, Parent Student Relationship, Reading Comprehension
Flynn, Elizabeth A. – 1980
Students in college basic skills programs will become more proficient writers not simply by being taught specific writing strategies, but also by greater exposure to the total linguistic system through reading. In the first of two reading projects initiated in an Ohio State University basic skills program, eight students participated voluntarily…
Descriptors: Basic Skills, Higher Education, Low Achievement, Programed Instruction
Carbo, Marie – Teaching PreK-8, 1996
Describes Continuum of Modeling Reading Methods, which range from those involving considerable reading modeling to those requiring none, to help teachers select strategies to aid struggling readers. Teachers observe students while providing opportunities to hear and see good reading being modeled and identify students' placement on the continuum.…
Descriptors: Elementary Education, Modeling (Psychology), Observation, Oral Reading
Everett, Irene – 1987
A preliminary study investigated whether regular periods of sustained silent reading (SSR) would positively affect verified silent reading comprehension scores for eighth grade students. The hypothesis tested was that students allowed 15 minutes of recreational reading (reading self selected material for enjoyment) five times a week for three…
Descriptors: Black Students, Disadvantaged Youth, Elementary Secondary Education, Grade 8
