National efforts have been made to encourage technology integration in teacher preparation with expectations for frequent and successful applications with K-12 learners. While online learning has become pervasive in many fields in education, it has been somewhat slow to catch on in K-12 settings. The "Handbook of Research on Emerging…

This manuscript focuses on neuroscience research that may have applicability for early childhood educators. Beginning with cautions about the usefulness of neurosciences, we offer reviews of several ideas that can inform the practice of early childhood educators. We begin with the understanding that reading is not innate, meaning that every brain…

This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two…

The chapters in "Explorations in Second Language Reading" reveal the importance of reading in the classroom and how instructors can use reading as a bridge to improve learners' other linguistic and interpersonal skills. Most significantly, each author prompts us to rediscover how enjoyable ESOL reading can be and how it can increase learner…

Compares spontaneous and instructed use of lexical, external consistency, and internal consistency standards of evaluation as a function of age, reading proficiency, and type of standard. A total of 108 elementary school students divided evenly between fourth and sixth grades identified problems embedded within passages of expository text. (RH)

This article presents results of a literature-response study conducted with at-risk middle school students of Latino, African American, and Caucasian backgrounds. The study was guided by an assumption of students' ability to read and coherently assimilate elements of "The House on Mango Street," by Sandra Cisneros (1984). Although centered in…

Nineteen deaf high-school students were assessed on phonological recoding ability and metacognitive skills in reading. Results indicated that subjects demonstrated a significant degree of reliance on phonological recoding, and that reading skill was not related to individual differences in reliance on phonological recoding but was related to…

Background knowledge is a critical relationship in reading comprehension. Includes a discussion on the classroom application of background knowledge in reading instruction. (MD)

Two experiments sought to determine the orthographic and phonological factors in derived morphology that affected the reading and spelling performance of 75 intermediate-grade poor readers. Subgroups of poor readers used different mechanisms in producing derived or base forms of words according to the complexity of the orthographic and/or…

Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

Two experiments evaluated a program for establishing phonemic segmentation in 16 moderately retarded children, aged 6-19. One assessed whether failure to isolate final phonemes of Consonant-Vowel-Consonant words was due to task requirements or inadequate understanding of task demands. The second evaluated effects of time-based stimulus…

Suggests using readability formulas, a skills inventory, an introspective report, and diagnostic approaches based on models of comprehension as informal evaluations of students' content reading ability. (MKM)

Twelve children, aged 9-19, with severe/profound hearing impairments were instructed to read sentences with similes, metaphors, idioms, and proverbs, and to explain them. Subjects' performance differed significantly from the performance of a control group. Subjects' performance was dependent upon reading level and was variable across chronological…

The study found no significant difference between 50 deaf and 50 hearing readers' sensitivity to contextual build-up as evaluated in a cumulative cloze exercise, using readers at the eighth-, tenth-, and twelfth- grade levels. Differences in the number of deaf and hearing readers' responses were found at the fourth- and sixth-grade levels.…