This teacher's guide, intended for the instruction of both French as a first language and French as a second language in an immersion setting, provides a host of strategies for teaching reading skills in the classroom (Grades 1 through 7). Section 1 is designed to bring the teacher's awareness to the training procedure, discussing the motivation…

Currently, many states are providing inservice education for teachers so that higher student test scores result. State mandated objectives are available to teachers for study and used as benchmarks for teaching. The local reading curriculum then needs to be aligned with these objectives of instruction. The major objective of inservice education is…

This paper discusses the importance of reading aloud to students. It emphasizes the teacher's need to plan carefully when to read and what books to read. The paper suggests the following ideas should guide a teacher's choice of reading material: whether the story will capture students' attention; whether the story will increase students'…

As part of the final year evaluation of the Reading First Program, the Georgia Department of Education (GDOE) continued to follow the achievement of the original group of Reading First schools during the 2000-2001 school year. The final evaluation focuses primarily on the Reading First program's effect on students' reading achievement. Information…

The present study tested the effects of assisted-repeated reading on four first-grade students--a special education student, an at-risk, student, an English as a Second Language (ESL) student, and a general education student. The students engaged in echo and assisted-repeated reading two times a week for eight weeks. Each session lasted between 10…

Developed by national reading experts for the "America Reads Challenge: Read*Write*Now!" initiative, this booklet provides 45 ideas for families, teachers, librarians, and other learning partners to use with all children--including those with disabilities--to help them read well and independently by the end of third grade. The booklet…

A program at Viers Mill Elementary School (Silver Spring, Maryland) to develop the literacy skills of both English-as-a-Second-Language (ESL) and native English students is described. The program uses a co-teaching model, in which classroom teachers and ESL teachers collaborate by providing readers' and writers' workshops. The workshops have been…

This book is about the teaching, instruction, and curricula required to give diverse learners a fighting chance in today's classroom as well as outside the classroom. Guidelines are offered for determining the curricular and instructional priorities in teaching diverse learners, who are typically behind their school-age peers in academic…

This paper considers reading research carried out by the National Institute of Child Health and Human Development (NICHD). The paper presents a synthesis of this research on reading. It begins with a note about the NICHD research program and a discussion of how the program is different from other studies of reading. It then discusses a new…

In the past, students and teachers alike viewed reading and writing instruction as two separate entities. Reading and writing instruction was often characterized by linear and behaviorist theories and methods, with students rarely coming away from their schooling experience with confidence in and respect for their own writing. To both read and…

This paper summarizes 10 research-based principles for improving children's reading achievement. The principles are: (1) home language and literacy experiences that lead to development of key print concepts are plentiful; (2) preschool programs are beneficial for children who do not experience informal learning opportunities in their homes; (3)…

Providing guidance to teachers of young children in schools and early childhood programs, this paper presents a position statement that summarizes the current issues in learning to read and write and reviews what is known from research on young children's literacy development. This review of research (divided into sections birth through preschool,…

Developed by national reading experts for the "America Reads Challenge: Read*Write*Now!" initiative and translated into Spanish, this booklet provides 45 ideas for families, teachers, librarians, and other learning partners to use with all children--including those with disabilities--to help them read well and independently by the end of…

This study examined the role of a reading specialist, hypothesizing that teachers of grades K-4 in an urban school district do not know nor understand the role of the reading specialist and would not take advantage of suggestions and strategies given them by the specialist. A survey was given to the teachers to see if they understood the reading…

There are continuing debates about the best approach to teaching reading--phonics or whole language. The most valuable link to learning to read is phonological or phonemic awareness, as soon as the alphabetic system is mastered. After phonemic awareness has been established, students enter the orthographic stage where they can process longer…