Researchers measured how much thinking time teachers allowed third grade readers of various ability levels when responding to questions. Teachers allowed more time for thinking after text-based questions, although scriptal questions usually required higher-level thinking and, consequently, more time. (Author/PP)

The reading performance of Hispanic children in the U.S. is becoming a central concern in education policy and reform. This paper reports the results of a study designed to evaluate the impacts of a form of the Success for All beginning reading program modified to meet the needs of Hispanic students, particularly those who are English language…

The "Model Secondary (6-12) Plan for Reading Intervention and Development" has been designed to meet the cognitive needs of middle school through high school students whose reading performance ranges from those significantly below expectation through those reading at or above grade level. The reading needs of the population of students in need of…

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a…

The purpose of this longitudinal study was to explore the impact of a direct reading instruction program, "Reading Mastery (RM)," on literacy performance of students over a five-year period. Initially, 700 students in grades K-3 were randomly selected from six elementary schools to participate in the study; an additional 100…

This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3)…

Bring text and its meaning alive for students! This collection offers the perspectives of classroom teachers, researchers, and children's book authors, including award-winners Kate DiCamillo and Katherine Paterson. Together, they share their thoughts on the power of character study and how to use it to guide elementary-and middle-grade students…

Although educational standards call for children to read information effectively, emphasis on using narrative texts with young readers persists in the early literacy community. This book shows that nonfiction texts can be as effective as narrative in early reading instruction, and offers suggestions for developing classroom libraries and choosing…

Because fluency instruction was identified, only recently, as a cornerstone literacy subject--it is still unfamiliar terrain for many teachers. This volume fills a crucial gap by offering a thorough, authoritative examination of what reading fluency is--and how it should be taught. Contributing authors, who include the field's leading authorities,…

Rita is a Pacific island grade 2 teacher in a local village school. She has established a 90-minute daily literacy block in which she focuses on literacy-related activities. As she sits with her students during the literacy block, she realizes some of them are having difficulty comprehending text, and many are unable to retell the stories…

Purpose: The purpose of this action research presentation is to discuss how explicit comprehension instruction can take place along with writing, in the kindergarten classroom. Methodology: This action research project took place in a suburban kindergarten with learners of diverse ability levels and ESL students as well. In this classroom small…

Social scientists emphasize reading as one way of obtaining knowledge and skills together with other approaches such as visiting museums and observing purposeful items. Then too, they emphasize using a variety of approaches in helping students achieve worthwhile objectives in terms of knowledge, skills, and attitudes. A quality social studies…

The ability to read fluently and make use of text is crucial for all learners. The training of secondary teachers, however, takes almost no account of this. Reading skills develop and change as the individual meets new situations and demands throughout life. Reading should be understood as a complex process of making meaning from text, for a…

This inservice professional development module, part of the Alabama Reading Initiative, presents research summaries, notes for presenters, and activities. The Oral Language and Vocabulary module elaborates on a student's comprehension of text as it relates to the overlap between the student's system of language and the author's system of language.…

This paper discusses and demonstrates how to use children's interests combined with children's literature to make learning easier. According to the paper, the concept is to choose an area that excites children, one where they already have a developed schemata or knowledge base, then to use children's trade books about that topic to teach the…