A major problem in the teaching of reading is to determine the scope or breadth of the curriculum--how broad to develop the objectives of instruction becomes paramount in curriculum development. Breadth of the curriculum may then be represented by points on a continuum with a wider scope on one end and narrowing down toward the other end. This…

This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…

Though the expressivist and process movements rightly banished literary interpretation from the writing class, they went much too far in similarly banishing the study of texts and reading in favor of the "productive" act of writing. This paper argues that undergraduates can play their "professors' game," the Burkean parlor game of Kristeva's…

This publication on reading assessment and evaluation is an outgrowth of the "Assuring Competency in Reading Advisory Conference." It features abstracts, presentations, handouts, and activities from the conference. Following a short introduction, Section One, "Promising Practices", includes the following articles: "Tips…

The study was undertaken to determine whether this particular melding of two independently successful programs, Project Read and Guided Reading, could complement each other as intervention strategies in helping at-risk students develop literacy skills. Subjects were 11 first-grade students identified as "at-risk" of learning to read by…

Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Wisconsin elementary schools using the Success for All reading program have once again made …

This publication is designed to help accomplish one of our most pressing challenges--teaching children how to read and how to learn by reading. Washington's school reform efforts focus on setting clear, high expectations for what students should know and be able to do. The Essential Academic Learning Requirements (EALRs) articulate the state's…

The Progress in International Reading Literacy Study (PIRLS) 2006 Assessment Framework and Specifications is intended as a blueprint for IEA's 2006 assessment of reading literacy. Concrete information about how well students can read provides policymakers and researchers in every country with insight on how to improve literacy and reading…

The purpose of scientifically-based research within No Child Left Behind (NCLB) is to identify and disseminate conclusive information on ?what works? in education, with an emphasis on determining what instructional input (curricula, instructional techniques) works to increase student outcomes such as academic achievement and language proficiency.…

Describes a study conducted to determine the relationship between change in attitude toward reading and sex, socioeconomic status, age, and achievement in reading skills. (TO)

Reviews research using sentence length as a factor in predicting readability and discusses the possibility of sentence complexity as a more accurate variable. (TO)

Equal numbers of reading disabled children from each of three schools were assigned to treatment or control conditions. After ten group counseling sessions students in the treated groups showed significant increases in oral and reading vocabulary skills. Sentence comprehension was not improved by counseling. (Author)

Bloom's Taxonomy of Educational Objectives,'' the social studies inquiry model, reading comprehension skills, and the law-focused education case study methods can be seen as functionally related. (Author)