Summarizes research conducted at the Center for the Study of Reading at the University of Illinois and points out what it means to daily reading instruction. (FL)

Tests the hypothesis that second language (L2) students' approach to text reflects a top-down processing strategy in contrast to first language (L1) students' approach that is more text-driven. Results confirmed L2 subjects studied the texts less efficiently than L1 subjects. (HOD)

Reports findings of a study investigating the effects of three prereading activities--advance organizers, structured overviews/graphic organizers, and multivocabulary experiences--done both orally and in writing before a text reading assignment was given. (FL)

Develops an understanding of the interactive nature of the reading process with a focus on vocabulary learning and formulates criteria, based on this understanding, to evaluate approaches to vocabulary development. (HOD)

Using kindergarten subjects, a study examined whether prereaders learned better with visual cues while novice readers learned better with phonetic cues. (HOD)

Finds a significant positive relationship between fourth-grade students' reading ability and their ability to make appropriate decisions about English spelling. Suggests how classroom practice might be modified to facilitate children's understanding of orthographic structure. (FL)

Describes an exploratory study which examines the differences and similarities in the way native and nonnative speakers of English process complete texts and also examines the possible uses of a macro-textual approach in the teaching of foreign language reading. (SL)

It has been documented that in children's learning to read, it is the teacher, not the method, that makes a difference. The South Carolina Reading Initiative (SCRI) invested in teachers' knowledge as the most effective way to impact children's reading achievement. This paper presents the findings after the first year of an intensive professional…

This newsletter covers educational issues affecting schools in the Western Regional Educational Laboratory's 4-state region (Arizona, California, Nevada, and Utah) and nationwide. The following articles appear in the Volume 4, Number 1 issue: (1) "The Roots of Reading"; (2) "Breaking the Code: Reading Literacy in K-3"; (3)…

Beginning readers and proficient readers can be characterized by using research found in professional journal articles and other educational sources. Learning to read requires numerous abilities, several of which are acquired before a child begins school; this time period between birth and when a child begins school is called the "emergent…

A study examined the types of reading strategies emergent readers used as they read to make sense of the text. In addition to data obtained for the children's oral readings, a reading strategy classification scheme, Strategy Type Strategy Behavior (STSB), was employed to identify the types of strategies the children were using on this task.…

This paper presents a "thick description" of a phonics lesson delivered to a first grade classroom (n=18) by the teacher. Following the description, the paper presents analyses from the following different perspectives: (1) the definition of reading; (2) curriculum from a critical point of view; (3) reading and culture; (4) teachers and…

This book offers an array of useful strategies for implementing shared reading techniques in pre-K through grade 2 classrooms. Starting with an overview of shared reading theory, the book draws largely from the models of Don Holdaway and illustrates the correlation between classroom reading and the bedtime story. While traditional aspects of…

For the past five years, colleagues in the Strategic Literacy Initiative at WestEd have been designing and implementing a professional development program focused on enabling teachers to build their understanding of the complexities of reading. In developing this program, centered around what they call a "Reading Apprenticeship"…

The sixth edition of this book presents preservice and inservice teachers with theory and related teaching strategies designed to assist middle and secondary students in reading and learning from their textbooks, and this edition seeks to integrate the current state of the art with some personal ideas. It includes a CD-ROM Digital Supplement which…