The purpose of this study was to determine whether an early intervention program based on the Reading Recovery (RR) format could be developed for pairs of struggling readers that would allow them to make accelerated progress similar to that experienced in the 1-to-1 RR tutorial. A preliminary pilot study showed that the RR lesson format could be…

This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family,…

The authors, both of whom are outside the network of scholars and practitioners typically associated with Reading Recovery, describe the instructional and teacher professional development components of the program and review related research. They then explore the theory and instructional assumptions on which RR is based, positing that both have…

Reading First, part of the 2001 No Child Left Behind Act, seeks to lift reading achievement by encouraging the use of reading programs that have been scientifically proven to work. Reading First, which accounts for just 2 percent of federal education spending, is helping many districts to achieve promising results--including Richmond, Virginia,…

Reading Recovery is an intensive literacy programme designed for young students who have been identified as being at-risk of reading failure after 1 year of schooling. The intervention was developed and trialled in New Zealand over 20 years ago and is now implemented in a number of education systems. The focus of this article is on recent research…

Extensive reading is a crucial factor, and the librarian has a vital part to play in motivating remedial reading students to dare to enjoy books. (Author)

Examines the role of linguistics in teaching Black children to read. (MM)

Discusses consequences of widespread reading failure among elementary school children, especially those in poverty. Argues that early identification and intervention programs can substantially reduce the number of children who are poor readers. (PKP)

The recent findings on the prevention and remediation of reading failure are overlooked. A multitiered approach involving high quality classroom instruction and small group interventions can substantially reduce the proportion of students who struggle to read.

Recently the DfES has issued guidance on ways to address the needs of students who experience difficulties in literacy through Wave Three provision in the National Literacy Strategy (DfES, 2002). This guidance raises the issue of what kind of programmes might be initiated in mainstream schools that will improve what is available generally for…

The ability to read is essential to school-based learning and skilled responding in an information rich society. Unfortunately, many students in today's schools do not become skilled readers. Many reading researchers (Blachman 1996, 1997; Felton, 1993; Fletcher & Lyon, 1998; Torgesen, 1997) agree that the vast majority of problems experienced…

Special education programs for low achievers may not always be the right choice. Early identification and intervention could significantly reduce overdependence on special education. The authors reviewed pertinent literature related to the benefits of referral and placement in special education settings, and proposed strategies that would help low…

The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of…

Whether reluctant readers are extremely bright, average, or below average in intelligence, they pose a problem for every school. Here's an account of what one school successfully did for its reluctant readers. (Editor)

This abstract bibliography is a reader's companion to the Ruth Strang monograph "Reading Diagnosis and Remediation," which was published jointly by the International Reading Association and the ERIC Clearinghouse on Retrieval of Information and Evaluation on Reading (ERIC/CRIER) in 1968. It contains complete citations and abstracts of all of the…