Kindergarten children who were taught in a structured, sequential program achieved significantly more than kindergarten children taught the regular curriculum. (WY)

The commonly-used instructional sequence in which children read material silently and then read it orally is simply not effective. The arguments presented by E.A. Betts in 1957 for silent before oral reading can be countered point by point. Studies that have compared various reading conditions have had serious limitations and have failed to show…

A study was conducted to determine whether there is a typical instructional sequence used to teach reading in third and fourth grade classrooms, to what extent the core text-related sequence (a child-related introduction of the text, followed by reading, and then discussion and interpretation of text content) is used, and if it is not used, what…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 24 titles deal with a variety of topics, including the following: (1) the effect of computer assisted instruction on first grade phonics and mathematics achievement; (2) the effects of types of review techniques on the retention…