Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers' "listening orientations," or how teachers…

The 1988-89 Compensatory Language Experiences and Reading--Reading Recovery (CLEAR-RR) Program of the Columbus, Ohio, public schools was implemented to provide early intervention to 283 underachieving first-grade pupils who appeared unlikely to learn to read successfully without intensive instruction. The program's two major goals were to develop…

The 1989-90 Compensatory Language Experiences and Reading-Recovery (CLEAR-RR) Program of the Columbus, Ohio Public Schools was implemented to provide early intervention to 514 underachieving first-grade pupils who appeared unlikely to learn to read successfully without intensive instruction. Specially trained teachers provided one-on-one half-hour…

Intended to improve language and reading skills of selected underachieving students, the 1988-89 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 4,902 pupils in grades 1-8 in 102 schools. The program featured individual and small group instruction arranged according to pupil needs, as well…

Designed for teachers, administrators, and supervisory personnel for use in planning, developing, and evaluating reading programs, this curriculum guide has been prepared to describe significant features of the classroom reading program for teaching reading from kindergarten through eighth grade. Following a general introduction are 9 sections…