The study examined word recognition abilities of readers at instructional and frustrational reading levels with 32 learning-disabled readers in grades 2, 5, 8, and 11. Findings indicated that only in the category of linguistic acceptability (syntactic and semantic) did readers produce significantly fewer acceptable responses when reading…

Both normal children and dyslexics had difficulty with consonants in word-initial clusters in a phoneme recognition task and a phoneme deletion task. Both groups had trouble producing spellings of syllables with initial clusters. Although dyslexics' phonological awareness and spelling skills were poorer than those of younger, normal children, the…

Discusses what research says about silent and oral reading and the implications this has for reading instruction and instruction in the content areas. States that students are more attentive during silent reading and participate more in follow-up discussions of silent reading than in oral reading. (MG)

Examines whether a difference exists between parental and teachers' attitudes and expectations toward Black, disadvantaged children and a child's success or nonsuccess in reading. Finds that students who perceived negative attitudes and expectations were more likely to be unsuccessful readers. (MG)

Measures the effects of two oral reading instructional routines (the Oral Recitation Lesson and Shared Book Experience) on second-grade students' reading development (including word analysis skills, oral reading errors, self-correction rates, oral retellings, vocabulary gains, and fluency). Finds that the Shared Book Experience was superior or…

Investigates the effectiveness of a computer program that pronounces words for Scandinavian students with word decoding problems. Finds that second-grade children did not perform better on a reading comprehension test when using computer-aided reading and that older students benefited more than younger students. Discusses reasons for letting the…

Compares fourth-grade single-word reading and spelling of French immersion and traditional English program students to first-grade achievement. Finds that the French immersion students maintained equivalence with English program students. Suggests that the French immersion students may surpass the English program students once they can join their…

Compares performance of 45 first graders in partial French immersion, partial Hebrew immersion, and traditional English programs on measures of linguistic analysis ability and early reading skills in English. Finds that subjects in the Hebrew program read nonwords better than the other groups and read orthographically regular words better than…

Finds that children identified as at-risk for reading disability scored higher on numerous measures of reading achievement after receiving two years of instruction in a structured phonics code-emphasis approach compared to similar children taught using a "context" approach in which children are taught to first identify unknown words using the…

Studies one struggling reader and her self-directed pathways to progress as she consistently chose old basal-sounding, beginner-oriented materials over newer, aesthetically constructed literature. Investigates differences between beginner-oriented texts and aesthetically constructed literature. Concludes some struggling readers need repetitious…

Examines sibling position as an influence on reading perceptions. Finds that elementary and secondary preservice teachers from the "first born" group viewed themselves primarily as "high" proficiency readers (83%); those from the "youngest" group also perceived themselves as "high" proficiency readers (63%); and those from the "middle" sibling…

Discusses research concerning the four reciprocal teaching (RT) strategies: predicting, questioning, clarifying, and summarizing as they relate to fifth-grade teachers who had exposure to constructivist thinking conducted as part of the normal school day. Finds that when teachers consistently and clearly modeled all four RT strategies, students…

Studies beginning readers' response to phonological skills using specific computer programs. Observes three different training programs: training in blending separate letter sounds into words using computer programs; training in vocabulary also using computer programs; and training provided by teachers performing activities to promote phonological…

Evaluates the methodological quality of 39 studies of phonological-awareness interventions in children. Finds only seven studies met two-thirds or more of all the evaluative criteria (internal and external validity), although all of these investigations demonstrated at least one fatal flaw. Suggests improvements for future intervention research.…

Presents a discussion of the findings from reading-motivation research applied to computerized reading-management programs for elementary school students. Highlights include criticism of computerized reading management programs; intrinsic and extrinsic motivation; tangible and intangible rewards; methodological concerns for researchers; and…