In 1990, Cunningham developed a Names Test as a quick and easy screening tool for teachers to obtain information about a student's decoding skills. In 1994, Duffelmeyer, Kruse, Merkley, and Fyfe added 10 names to the original Names Test and developed a comprehensive scoring matrix to increase diagnostic information from the test, based on error…

This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's…

Although over 15 years have passed since Witt (1990) noted that no empirical evidence exists to support the contention that a collaborative approach to consultation leads to more positive outcomes than a hierarchical or expert driven approach, this issue generally remains unaddressed (Schulte & Osborne, 2003). While the literature documenting…

Virtually every country in Europe discovered in the late 1970s that a section of its population had serious difficulties in using written language. Examined from an historical angle, this phenomenon can be seen as part of a complicated set of factors. Urban France can be said to have been fully literate by the late eighteenth century, especially…

For the dyslexic and others with similar problems, a revision of the sequence of modalities known as VAKT (for visual, auditory, kinesthetic, tactile) might achieve more effective and more rapid remediation. The new sequence is designated as TAK/v. The subordination of the visual modality is based on the recent identification of visual processing…

This monograph elaborates the interactive definition of reading and illustrates how this process, along with inappropriate instruction, can reinforce poor reading behaviors. The monograph also outlines current instructional procedures and proposes new programmatic solutions. The monograph concludes with a list of premises based on recent reading…

Features of a model of reading that is both sensitive to individual differences and consistent with the assumption that reading processes are interactive are discussed in this report. A description of how this model accounts for individual differences in reading skill suggests three types of reading problems: slow word decoding, slow sentence…

THE RESULTS OF A READING WORK CONFERENCE HELD IN DENVER, COLORADO, IN FEBRUARY 1966, TO DEVELOP GUIDELINES FOR PLANNING AND IMPLEMENTING DIAGNOSTIC READING PROGRAMS, ARE PRESENTED. TOPICS DISCUSSED INCLUDE A DEFINITION OF READING, THE PROCESSES OF READING, THE ROLES OF THE TEACHER, READING CONSULTANT, AND PRINCIPAL, THE RESPONSIBILITY OF THE…

The type of reading teacher needed to teach reading at all grade levels in urban schools is characterized, and the habits and attitudes necessary for success are identified. The teacher needs to be (1) cognizant of the attitudes, misunderstandings, and prejudices of his colleagues; (2) aware of the possible hostility of his students, but sensitive…

To help an elementary-level reader in a secondary school learn to read, the program must not threaten the student's ego or undermine peer approval, and it must be individualized, in the diagnostic-prescriptive mold. Any organizational plan that meets these criteria should be workable. The characteristics of several possible approaches are…

While acknowledging that studies reveal no single personality structure characteristic of disabled readers, the author presents basic techniques for secondary teachers which improve reading while taking account of the emotional needs and predispositions of nonreaders. (SJL)

Article discusses the remedial learning of reading for the teaching of the English language to those who come to school with deficient verbal skills, and for others who simply want to enjoy a satisfactory life. (Author/RK)