Six basal reader programs were examined in an effort to address questions raised by an earlier study of kindergarten reading instruction. It was determined that basal reading material did not allow teachers to offer flexible individual instruction to children and that first grade preprimers had an erratic prerequsite reliance on the phonics taught…

This article examines characteristics of low-performing readers, especially their poor word recognition skills; compares approaches to teaching word recognition to slow-learning children; identifies characteristics of successful methods of teaching word recognition; and concludes that phonics-based, thoroughly systematic, direct instruction is…

Discusses changes in textbook publishing, attendance at professional meetings, media coverage, and the response of the "testing community" that demonstrate that whole language has become the agenda of education. Discusses the transactional view of writing, social/personal views of learning, teachers redefining themselves and their relations to…

Urges English for academic purposes programs to devise more holistic, task- and text-specific, strategy-oriented approaches for reading instruction. Recommendations are given for selecting reading materials, defining criterion tasks, and providing strategy instruction in reading strategies. The promotion of learner independence and use of content…

Two experiments investigated the effects of sources of strategy information on the acquisition and transfer of reading outcomes and strategy use of fourth and fifth grade remedial reading students (33 Ss in each experiment). Children who received strategy-value feedback and strategy-modification instruction demonstrated the highest self-efficacy,…

A variety of authentic materials drawn from explanatory texts or offering instructions for performing some daily or common task are presented, and classroom activities for building foreign language competence based on the materials are outlined. (MSE)

Describes an education professor's efforts to equalize opportunities for a blind student teacher in her reading instruction class. The class was better for sighted students because of the blind student's presence and the modifications made to accommodate her lack of sight. Accommodation challenges are even greater for elementary teachers with…

This project examined whether the rehabilitation of reading recognition allowed comprehension of print for 38 low vision adults (ages 37-87) who were former readers. The project developed training strategies for enhancing reading comprehension. The paper concludes that instruction in comprehension has value as part of low vision rehabilitation for…

Forty-four fifth-grade remedial reading students were taught to verbalize a learning strategy and then were divided into fading/no-fading, feedback/no-feedback conditions. Having students fade the strategy to covert self-instructions and giving them feedback linking strategy use with improved performance enhanced self-efficacy, comprehension, and…

Studies the effects of tutorial instruction, utilizing students' interests and trade books, on the attitudes of poor readers. Suggests that the attitudes of poor readers may be positively influenced through such instruction in an integrated language arts approach. (HB)

Explores the research regarding the workplace writing practices of two-year college graduates. Outlines the basic skills that two-year teachers should work to foster in their students' writing. Summarizes the most important findings of recent studies of workplace writing tasks most commonly faced by recent college graduates. (HB)

Fourteen students (ages 7-9) with reading difficulties were taught to create word-picture links for those words they find particularly difficult to recognize quickly. Students consistently learned more words when using the word association method. (DB)

Parents can help their children prepare for the future by providing them with a literate home environment. The article suggests that parents model literacy at home, make time for reading and writing, create a literate environment, strengthen bonds while developing skills, and find meaning in reading and writing. (SM)

Examines research on teacher-directed instruction in mainstream reading classes with students with learning disabilities. Discusses findings of descriptive investigations of teacher-directed instruction. Reports two studies of the effects of teacher-change efforts. Uses applications of explicit teaching as a framework to address the lack of…

Finds that students were on-task even when they were silent or when there was a lot of noise in the room; reluctance to answer questions of participate in oral interactions were not necessarily the result of a lack of comprehension; and monolingual students were sensitive to the capabilities of the LEP students. (RS)