Reading Recovery is part of the Every Child a Reader strategy to enable children to make a good start in reading. Reading Recovery is well known to have impressive effects in the shorter term, but less is known about its long-term effectiveness. The present study followed up at the end of Year 4: 120 comparison children, 73 children who had…

Although children's literature has emerged as a popular vehicle for fostering literacy development in elementary schools, few schools have a well-developed literature curriculum or have developed an articulated curriculum that differentiates between reading skills and literary understanding. To answer whether literature-based instruction means…

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights techniques, strategies, and special considerations that immersion…

Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that…

Reading science text is not simply a process of translating printed symbols into meaning; it involves the interaction of the reader's prior knowledge, beliefs, concurrent experience, and the text in a sociocultural context to construct new meaning and understanding. The purposes of this study were to: explore the associations between metacognition…

Concerns are being raised in both professional literature as well as in the popular press regarding certain aspects of the literature-based movement. A longitudinal study investigated a group of first-grade teachers who have been attempting (with varying degrees of success) to introduce literature-based teaching strategies into their classrooms.…

This paper reviews literature on the effectiveness of reading-for-comprehension strategies at the primary (kindergarten through second grade) and intermediate (third through fifth grade) levels. The first section of the paper examines studies that seek to examine the distinctiveness hypothesis; the effectiveness of whole language instruction…

A study examined 52 stories for grades 1-6, randomly chosen from 10 American and Canadian literature-based reading series containing well-known selections by well-known authors. The study compared the reading series selection to the original story cited in the series acknowledgments, seeking patterns of difference in wording, paragraph structure,…

Repeated readings, story retellings, and dramatic reentactments allow students to become more aware of stories and more familiar with the structure of the stories. Another comprehension strategy is a cloze procedure called the story frame. A story frame uses phrases such as: "This story begins when"; "and then";…

It is upon a positive literature-based foundation that educators must build excellent curriculum and teaching strategies. It is the job of educators to be trained to integrate the concepts of whole language and direct phonetic instruction so children have the advantage of both schools of thought, to be aware of how children learn most efficiently,…

The reading teacher needs to determine what each pupil needs to be a successful reader. In collaborative reading, the teacher guides the pupil to read, cooperatively, content that is stimulating yet predictable, consisting of rhymes, refrains, and poems. Most children like to read orally and reading together with others hurdles difficulties in…

Students with special needs are increasingly taught in the least restrictive environment, which often means the general education classroom. Mainstreaming and inclusion provide the most appropriate education for each student in the least restrictive setting, considering the education needs of students rather than their clinical labels. A key…

This research draws upon both a preliminary study conducted over a 3-year period, in which a group of 15 children was tracked through the first 3 years of school, as well as works-in-progress. The particular concern of this research is the accessibility of the complex organization of reading instruction to young readers, realized by explicit and…

This final report details the results of a federally funded project designed to investigate reading comprehension in students with learning disabilities and their ability to identify themes. The first part of the report discusses reading instruction and students with learning disabilities, and provides an overview of the research. The second…

A study examined the theory that partially independent deficits in phonemic awareness and symbol naming speed contribute to reading disability. Subjects of the study were chosen from six second-grade classrooms to represent poor and average readers, rather than a regular class distribution. On the basis of AAT (phonemic deletion scores) and DNS…