Describes an extraordinary experience teaching comprehension strategies to fourth-grade reluctant readers through literature study. Notes how the experience was a fusion of three critical elements: an extraordinary group experience, a text that taught itself, and an instructional model that met the students' needs. (SR)

Describes how the author uses numerous books of biography and autobiography in her primary classroom. Demonstrates how these genres engage students in critical discussions focusing on issues of human experience, historical significance, and social concern. Offers a list of 47 recommended children's biographies and autobiographies. (SR)

Three employees with moderate mental retardation who were nonreaders were taught to use sight words to self-initiate job tasks in competitive employment settings. Training resulted in the ability to read job-specific sight words, to use verbalized self-instruction, to use a self-monitoring checklist, to self-initiate work tasks, and increased…

This article describes Technology Option for At-Risk Readers (TOARR), a program that uses technology to help students with reading difficulties. The program uses specialized reading software plus a host of motivating reading activities to encourage reading. Steps in developing the TOARR needs assessment and implementing the program are discussed.…

Summarizes the latest issues and research on reading that are of particular interest to classroom teachers. Discusses phonics versus whole language, meeting individual student needs, matching teaching strategies to grade levels, the reading-writing link, and using technology to support instruction. (WRM)

Describes how wordless books can help struggling and reluctant readers of all ages, linguistically and culturally different readers, and in cross-age tutoring programs. Discusses the teacher's role in using wordless books. Argues that, because of their visual appeal and lack of words, these books ensure successful reading experiences because they…

Describes the effectiveness of censoring software, the Global Learning and Observations to Benefit the Environment (GLOBE) program, virtual book reports, technology uses in language-arts instruction, the latest school-technology information, and strategies for dealing with kids who send threats on the Internet. (LMI)

Seven high school students of English as a Second Language (ESL) underwent a short course of reading strategy training, including learner needs assessment, focus on why and when strategies are used, and carefully selected reading texts. Six of seven improved reading comprehension in at least one of two measures, supporting the notion that reading…

Uses excerpts from children's conversations to illustrate talk that occurs in three regular contexts in which struggling readers can work: weekly visits to a day care center where they read to younger children, daily partner reading, and daily inquiry project time. Suggests ways to promote talk in each context that will empower these learners. (SR)

Describes a computer program developed for students learning Korean as a foreign language and reports on a small study concerned with the evaluation of the program. Presents practical considerations for the development and use of the program called "Reading & Dragging" and attempts to answer questions about students' behavior during the computer…

Describes the development and evaluation of new classroom materials, including a Class 1 textbook, teacher textbook, and eight supplementary readers, designed to teach children in India to read and write in Telugu. Notes that in schools using the new materials, children showed significant learning gains, and teachers and parents were highly…

This article focuses on the link between changes in teachers' conceptual knowledge and student performance. It shows how teachers used the Dynamic Indicators of Basic Early Literacy Skills assessment system and describes significant change in teacher practice and student performance on foundational skills in early literacy. (Contains references.)…

Argues that computer technology can help to engage struggling readers in meaningful transactions with text. Lists and describes seven web sites that will captivate reluctant readers. Notes three web sites that send students on "WebQuests" to transact with text in order to build knowledge. Discusses other ways to engage students in text via…

Explores an inner-city girl's view on school-based literacy activities in relation to several factors in the literature that are important to children's attitudes toward reading and writing. Identifies several factors including: intrinsic satisfaction she gains from the activities, her beliefs about the importance of schooling, and her…

Compared the longitudinal effects of phonics and whole-language instruction on kindergartners' reading and writing task performance over one year. Found that the whole-language group made more progress in reading and writing, and with more developmental coherence, than the phonics group. (JPB)