The Question-Answer-Relationship (QAR) strategy has been suggested to improve EFL students' reading comprehension. Nonetheless, disappointing outcomes when using the QAR instruction were noted. The current study seeks to: (1) add the Review (R) component to the instruction; and (2) assess the effectiveness of the developed…

Despite ongoing effects to improve Thai children's reading competency, particularly their engagement with reading strategies, concerns remain regarding EFL pre-service English teacher's (PSTs) ability to effective instruction these strategies. This study investigates stakeholders' perspectives on PSTs' reading proficiency and instructional skills,…

Skill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading…

Nonfiction texts demand critical literacy, as evidenced by these teachers' experience teaching Phillip Hoose's "Claudette Colvin: Twice toward Justice" with ninth graders. In addition to selecting high-quality nonfiction, the authors are committed to high impact teaching of those texts. For the authors that means supporting students'…

In this article, the author shares interview data showcasing teacher expertise and calls for more focused professional development in reading and discussing literature.

According to the National Assessment of Educational Progress, about 60% of students cannot read proficiently at their current grade level. Findings from the National Reading Panel (NRP) indicate that there is not sufficient research on the topic of struggling middle school readers. The purpose of this quantitative study was to examine the impact…

Provides a review of current research on the relevance of morphological awareness to reading and reading instruction. Discusses children's development of awareness of the morphemic structure of words and the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Concludes that educators…

Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)

Discusses the role of decoding in the framework of reading research and current instructional issues. Emphasizes the importance of decoding as part of the reading and language arts curriculum. Provides instructional implications. Suggests that, although many children learn to read without difficulty using literature-based approaches, many children…

Suggests that students in upper elementary grades and high schools may benefit from extended decoding and spelling instruction, requiring strategies going well beyond phonics. Asserts that learning about morphological structure may provide the strategies needed to decode and spell multisyllabic words. Reviews literature providing a rationale for…

Noting that the role of phonics in learning to read is hotly debated, this book speaks to educators who seek to establish sound instructional practice that values phonics as an important tool for understanding and using written language within a balanced, comprehensive program for reading and writing. It explains what phonics is and the…

The development of the Pennsylvania State Department of Education's Tests of Essential Learning Skills (TELS) program objectives is described. A conceptual framework is presented that incorporates reading skills into the social studies curriculum. Instructional strategies designed to assist in the development of reading skills in the content areas…

Historically when children have experienced difficulty in learning to read they have been served by remedial reading programs, special education programs, or retention practices. There is considerable evidence that these programs have been ineffective in raising the achievement levels of those they serve. In addition, because these programs are…

This article describes the first year of a 3-year professional development program designed to train two rural elementary schools to implement a model for preventing reading failure. The model provides a continuum of instruction from the general reading curriculum to intensive reading instruction for students with diverse learning needs.…

Defining reading as a dynamic, interactive process involving the reader in constructing meaning, this guide for the elementary and secondary curriculum was designed to facilitate effective and creative decision making by teachers for (1) integrating reading and writing across the curriculum, (2) developing readers who can independently apply…