This study investigated Reading Recovery teacher understandings about language and early literacy acquisition by applying a constructivist grounded theory design. Participants were Reading Recovery teachers working across three varied districts in Massachusetts (N=33). The purpose of the study was to engage Reading Recovery teachers in surveys,…

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…

This study considers the degree to which two quantitative indices--Lexiles and Coh-Metrix--discriminate across levels of difficulty and types of beginning reading texts. The database consisted of 444 texts, representing seven text types that are part of reading/language arts instruction. These text types were distributed across seven levels of…

Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

Semantic and syntactical features of storybooks in the Southwest Regional Laboratory (SWRL) Reading Program are reviewed and analyzed. To make the scripts match children's oral language as closely as possible within other program constraints and to avoid potential semantic difficulties, the following changes are recommended: (1) the introduction…

Three principles are integral to any reading theory which provides reading teachers and researchers with the linguistic explanatory power required by linguistic theory. A clear understanding of language is dependent on the knowledge of what language is and how it works. There is an important distinction between competence and performance; most…

The papers in this volume were initially presented at a seminar on the development of reading comprehension, which explored basic research and the teaching of reading comprehenison. Researchers in cognitive psychology and psycholinguistics and experts in curriculum design in reading gave presentations and reacted to one another's ideas. Each…