This article takes a closer look at teaching in classrooms by reviewing a recent article by Carol Booth Olson and Robert Land, literacy researchers and National Writing Project site directors. In "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" (EJ776476), Olson and…

This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based…

Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood.…

Research is clear on the benefit of early intervention efforts and the importance of intensive instructional supports; however, understanding which features to intensify is less clear. General intervention features of group size, instructional delivery, and time are areas schools can consider manipulating to intensify instruction. Also, each of…

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…

The article describes the Alphabetic Phonics Teacher Training Programs which focuses on incorporating multisensory instruction with a more "old-fashioned" phonics-first basic presentation of reading for dyslexic children. Suggestions are made for infusing the approach into the regular classroom and into teacher preparation programs. (CL)

The continuous stroke print program is intended to lead up to cursive writing by teaching printing using a consistent letter slant and a flowing rhythm absent in the traditional ball-stick method. This approach is also helpful in reading. (CL)

The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an…

Argues that various forms of drama such as synchronized movement, pantomime, and improvisation are natural companions to reading instruction. (Author/FL)

The author describes the Neurological Impress Method (NIM), a remedial reading method in which students and instructors read aloud in unison, and the Presenting Technique, designed as a downward extension of the NIM. (CL)

Among 15 activities described as effective reading enrichment approaches are setting up a classroom museum, performing tasks involving telephone books, and explaining myths and legends. (CL)

A teacher reviews 11 guidelines he uses to help special and regular education students learn to read. His list touches on such aspects as use of pre- and posttests, individualized sessions, cursive writing instruction after mastery of specific survival skills, and opportunities for physical activities. (CL)

The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)

Examples are presented of lessons intended to help learning disabled students develop such critical reading skills as distinguishing fact from opinion, identifying propaganda techniques, and understanding figurative language. The lessons are designed to remedy the frequent over-reliance on questions calling for immediate recall rather than…

Books in which illustrations, rather than words, carry the story line are helpful in teaching hearing impaired students to read. Suggestions are made for using this approach with beginning readers, students in grades 3 through 6, and advanced readers. An annotated list of sources is also included. (CL)