This case study investigates whether teachers model reading in 1 Singapore primary school during an exercise called "uninterrupted sustained silent reading" (USSR) carried out in the classroom. Even though reading is an important determinant of a student's growth in language skills and ability, and modeling the act of reading is…

A questionnaire designed to elicit information about reading instruction and the group(s) to which such instruction is provided is presented. The questionnaire aims at providing descriptive information about compensatory reading programs. (CK)

The implementation of English education at the elementary level in Taiwan is still in its early stage. However, researchers and educators in this field have noticed the variation of student English proficiency which increases the difficulty of teaching in today's EFL classes and results in calls for intervention programs. The purpose of this study…

A questionnaire concerning teacher characteristics and compensatory reading programs is presented. (CK)

A questionnaire designed to provide information on individual students to whom compensatory reading instruction is rendered is presented. (CK)

A questionnaire designed to elicit information about reading instruction and the group(s) to which such instruction is provided is presented. The questionnaire aims at providing information about classes. (CK)

A two-part questionnaire is presented. The first part is intended to elicit information from the school principal about his school and the students in it. The second part has to do with compensatory reading programs. (CK)

This study investigated the responses of two groups (n = 85) of EFL learners toward their experience with extensive reading in a three-month EFL college reading class in which two novels (narrative) and fourteen expository texts were the main reading text. Using a three-part survey questionnaire and the follow-up interviews, this study attempted…

Results of questionnaire indicated individualized reading increases pupils' competency in science, social studies and mathematics." (Author/SP)

Describes a survey of public school administrators designed to determine the extent and depth of their attitudes, knowledge and concepts about reading programs. (MKM)

The results of a survey of nonparticipating schools are contained in this, the second of two reports evaluating the Georgia Right to Read Project. The survey solicited information about why the schools had elected not to participate, and it is concluded that lack of time and of money were the major reasons for nonparticipation. (A copy of the…

An assessment (funded by ESEA/Title V) was made of the reading programs, practices, and personnel in the New England public schools. The data derived from questionnaire responses are given in three survey sections: elementary, secondary, and consultant/supervisor. A discussion of the responses of elementary school principals; kindergarten, first-,…

The results of a survey of participant attitudes are contained in this, the first of two reports evaluating the Georgia Right to Read Project. The survey was conducted for all schools participating in the project and included principals, reading teachers, and county project directors. The report concludes that the participants had positive…

This study had the following twofold purpose: to survey the literature to provide historical background for reading and study skill programs in colleges and universities; and to survey the status of reading and study skills programs in selected institutions in the Rocky Mountain states. Some major findings from the questionnaire were that 84…

This is the report of a survey conducted to determine what journal literature resources were available in 178 institutions of higher learning offering graduate training programs in reading. A survey questionnaire was developed which listed 47 journals, tabbed in an earlier study as highly productive reading research journals. The questionnaires…