A study determined whether the gap that separates bilingual reading disabled high school students from English speaking high school students could be bridged in a more efficient manner than the methodology presently being used in many schools throughout the New York City Public School System. Subjects were 33 bilingual students diagnosed as…

Using data from the 1991 IEA (International Association for the Evaluation of Educational Achievement) Reading Literacy Study, a study compared United States fourth- and ninth-grade students to students in 32 other countries; examined relationships between reading comprehension and aspects of family, schooling, and community; and investigated the…

To assist second language teachers, administrators, parents, and other teachers to better understand how foreign language instruction helps students develop literacy skills, this paper discusses research about the commonalities between first and second language reading and writing. It is an outgrowth of the North Carolina State Board of…

A study examined the hypothesis that learning strategy coupled with efficacy-building teaching interactions would lead to greater strategic learning than learning strategy instruction alone. A reading comprehension strategy was taught to 184 students from 4 Los Angeles County (California) public and independent schools. Included were 65…

This booklet presents a collection of seven practitioner research reports conducted by individuals employed through adult basic education (ABE), Graduate Equivalency Diploma (GED), and English as a second language (ESL) programs and funded by the Iowa State Staff Development Committee. The practitioner research presented in the collection gives…

A study examined the status of reading in Indiana's public schools. Questionnaires were returned by 460 of the state's 615 public middle, junior, and senior high schools. Results indicated that: (1) new book acquisitions in Indiana's school library media center book collections were only about one-fourth of the recommended number needed to keep…

A study investigated the effects of strategy instruction on the reading and writing abilities of sixth-grade middle-school students with delayed literacy. An experimental group of 10 sixth-grade, English-speaking inner-city students in the midwestern United States was matched on race, gender, and reading comprehension test scores with 10…

A study investigated how students felt about the "extra" reading activities and opportunities offered to them through an after-school recreational reading program. Ten fifth-grade students who were deemed most critically in need in terms of academic progress were observed in the after-school reading activities and were interviewed. Six…

A longitudinal study called The Home-School Study of Language and Literacy Development examined the relationships between the kinds of talk that children experience at home and school at ages 3 and 4 and measures of literate abilities at age 5. Subjects, 87 children in 2 cohorts of 42 and 45 children from low-income families living in the Boston,…

This study attempted to verify a strategic metacognition model of an efficient, successful science reader based on an analytical induction of reading research results; develop a valid objective assessment instrument; and provide a profile of middle school students' metacognitive knowledge about science reading, science test, and text reading…

A study examined how students make specific inferences from prose passages. Subjects, 44 first- and second-year college students and 40 seventh-grade students, read 3 prose passages, each containing 6 inferential questions. The premise information for each question was expressed in one of six deductive inference forms: transitive, exclusive…

This report describes the evolution of an innovative research project in which inservice special education teachers engaged in collaborative strategy instruction with small groups of severely reading-delayed adolescents (ages 12-16). The report emphasizes how teachers' contributions resulted in a unique approach to reading strategy instruction.…

To investigate the differences between an instructional program that explicitly emphasized both decoding and comprehension and one that emphasized only comprehension, a study engaged two groups of first grade children identified as being at risk for learning to read in both effective decoding instruction and meaningful comprehension and thinking…

Based on research findings and practical experience, this booklet presents 10 interrelated ideas to transform instruction in reading and heighten literacy learning for all students. The booklet notes that research has led to new understandings about basic cognitive and instructional processes (particularly those involved in reading comprehension).…

A study reviewed the effects of the whole language movement. Two forms of analysis were used: meta-analysis, and a simple "vote-counting" procedure. Quantitative studies that compared a whole language and a traditional (or basal reading) approach, published between 1988 and 1993, were selected for analysis. A total of 45 studies were…