"You, Me and Diversity" offers teachers and student teachers approaches for teaching children about development education and promoting intercultural understanding through carefully selected picturebooks. Research by the United Kingdom Literacy Association in 2007 found that few teachers are aware of such books. They feel unable to…

Rhythm for Reading is a programme which aims to improve children's reading ability by taking part in rhythm-based exercises such as stamping, clapping and chanting, while reading musical notation. The intervention builds on the evidence of a link between the natural rhythm and phrasing of prose and intuitive reading comprehension. Rhythm for…

Reading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery teacher every school day for 30-minute lessons over a period of 12 to…

This article offers a revised version of transactional reading theory to explain how students classified as basic writers tend to employ counterproductive reading and thinking processes that inhibit them from full participation in academic life. Louise Rosenblatt proposes that readers have two main positions or purposes in reading--the efferent…

A qualitative study was recently done with students in a second grade class examining their use of eBooks and other digital online reading materials, as well as their use of traditional print books. In the classroom chosen from the study, the students were being taught through the use of balanced literacy instruction, which includes both whole…

This research examined the education system at high-poverty schools that had significantly higher student achievement levels as compared to similar schools with lower student achievement levels. A multischool qualitative case study was conducted of the educational systems where there was a significant difference in the scores achieved on the…

This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple…

The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis…

Reading fluency has been identified as one of the essential skills students must develop in order to learn to read. Fluency is also a critical factor in reading comprehension (National Reading Panel [NRP], 2000). Many students, however, lack the ability to read age-appropriate materials fluently, including students with emotional and behavioral…

Many literacy teachers are creating contexts for students to learn and use a range of reading comprehension strategies. As useful as reading strategy instruction is, relatively little has been documented on the ways in which reading strategies can become tools for critical literacy. In this paper, the author illustrates how a reading strategy can…

This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles…

This study examined the knowledge base of 142 elementary-level educators for implementing response-to-intervention (RTI) models in reading. A questionnaire assessed participants' professional background for teaching reading, as well as their familiarity with specific assessments, research-based instructional models, and interventions potentially…

This study investigated the relation between teachers' instructional practices and students' self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess…

The pressure to ensure that all children learn to read and become lifelong readers has never been as strong at it is now. For this to become a reality for all students, including those that are not motivated to read, teachers must use any and all appropriate strategies. With this in mind, literacy teachers should enlist assistance from other…

Despite extensive research on phonological awareness and reading, there has been little effort to study practical questions that would assist practitioners regarding the choice and interpretation of the phonological awareness tests available to them. This study examined the relationship between decoding (real and pseudowords) and three…