This article presents an interview with Susan Mandel Glazer, past president of both the International Reading Association and the College Reading Association. Dr. Glazer received her doctorate in education from the University of Pennsylvania and her master of arts from New York University. Her most recent books are "Beyond the Looking Glass:…

This observational study examined kindergarteners' (n=170) exposure to literacy instruction in their classrooms (n=36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed,…

For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading…

In a five-year investigation of the practices that underpinned the culture of inquiry in one school, a discourse of inquiry was found to be central to substantive growth and change. While this discourse was often recognized for promoting and sustaining literacy learning, the authors also found that it played a key role in identifying, confronting,…

From October 2006 to June 2011, the Ohio Department of Youth Services (ODYS) implemented Scholastic's Read 180 program in the seven DYS high schools. Read 180, a daily 90-minute structured reading program, is composed of five components -- whole group, individualized learning, computer activities, small group, and wrap up. The program was offered…

This study intended to explore the the effect of a learning-centered reading instruction on improving undergraduate students' reading comprehension ability in university context of Iran. Based on a pedagogical framework driven from Hutchinson and Waters' learning-centered approach, some useful techniques were applied to develop a specific English…

When young readers encounter texts that contain too many unfamiliar words, their comprehension suffers. Reading becomes slow, laborious, and frustrating, impeding their learning. That's why vocabulary knowledge is a key element in reading comprehension. To comprehend fully and learn well, all students need regular vocabulary exploration.…

In this study, the author explores the roles of family, culture, language as these shape both the articulated identities of Korean American elementary students, and their literacy practices at school. Using data from an academic year of ethnographic study at a public elementary school, located outside a northeastern metropolitan city, the author…

The purpose of the study was to gain insights on key factors that make a difference in the reading achievement of students attending full-day and half-day kindergarten programs. More specifically, the focus was on investigating the impact that literacy instruction in full-day and half-day kindergarten had on the literacy achievement of struggling…

Increased diversity in our schools and changes in legislation have prompted educators to address the needs of all students (U.S. Department of Education, 2003, 2008, 2009; State of Hawaii Department of Education, 2009). Two major responses have emerged to do this. One is to deliver the same curricula in the same way to all students (Cooper,…

No Child Left Behind (NCLB, 2002) and the reauthorization of Individuals with Disabilities Education Improvement Act (IDEA, 2004) asserted the need for American children to receive scientifically research-based instruction and interventions. A variety of quantitative studies have determined components of effective reading interventions (Edmonds et…

Differentiated instruction means matching instruction to meet the different needs of learners. To deliver the wide range of instruction required to accommodate differing levels of learners in a classroom, teachers must use data-informed, small group instruction designed specifically to meet students' needs (Kosanovich, Ladinsky, Nelson, Torgesen,…

Within the vast research base on struggling readers, very few studies address the nature of struggling readers from their own perspectives; that is, how struggling readers experience reading instruction. The purpose of this qualitative case study research was to gain a deeper understanding of how three third-grade struggling readers viewed…

Young children who experience difficulty learning to read are at an increased risk for reading failure and behavior problems. Emerging evidence suggests that improving the literacy skills of young struggling readers also improves levels of on-task behavior. This study examined the effects of Headsprout Early Reading, a phonics-based online reading…

Teaching a child to read is one of the greatest gifts we can give to that individual and to society as a whole, and yet many students exit school without the necessary literacy skills. For decades, research has demonstrated the importance of phonemic awareness in the development of the alphabetic principle, a prerequisite for competent reading,…