Teacher verbal behaviors following oral reading errors of primary grade children were the focus of this study. The incidence, location, and type of verbal interruption behaviors that occured during classroom reading instruction were contrasted for high-and low-ability readers. Results for 20 teachers indicated that they were more likely to…

An important goal in every first-grade classroom is to get children reading--but how? This book examines current research on first-grade literacy instruction and shows how it translates into what good teachers really do in the classroom. The book's authors, premier early literacy scholars and educators, describe several studies of effective…

Strategies are suggested for shifting the emphasis of remedial reading instruction from isolated skill instruction to reading in context. (MKM)

Argues that remedial programs in reading have gradually lost sight of the original goal of improving classroom reading and that coordinating the program with the core curriculum is not sufficient to achieve curricular congruence. Offers suggestions for achieving congruence between the classroom and the clinic. (FL)

Offers summaries of three proven programs (Reading Recovery, Success for All, and Accelerated Schools) for accelerating the reading and writing progress of low-achieving, low-income children. Provides addresses for more information. (SR)

Presents a conversation between two researchers and frequent collaborators on studies of policy for at-risk children. Discusses what they learned about teaching reading from studies conducted during the past century. Identifies themes significant at various points in time that have surfaced again. Discusses their views on school choice, teacher…

Developing prerequisite learning skills and strategies and providing knowledge necessary to further learning in a particular discipline are the dual roles of a middle-grade content-area teacher. This paper demonstrates how these dual roles can support each other in developing readiness for learning. The importance of readiness for learning is…

This paper presents a dialogue on the subject of reading instruction in the 20th century, comparing historical perceptions of American public schooling with those of contemporary schools. It suggests that prognosticating about schooling traditionally seems to fall into the two categories of wildly optimistic or cautiously pessimistic, and that the…

Little coordination exists among the various federal, state, and local initiatives for educational intervention programs for specially targeted populations. This paper discusses issues involved in the development of coordinated educational programs for disadvantaged pupils, with particular reference to Chapter 1 of the Education Consolidation and…

This study investigated the relationship between instructor ratings of taped microteaching performance and achievement on multiple choice examinations. Thirty graduate students enrolled in a reading methods course served as subjects. An analysis of the data indicated that no significant correlation existed between the variables. The viability of…

Studied four high-poverty school districts as they changed to a literature-based literacy curriculum in line with state manifestos. Data from classroom observations, teacher and administrator interviews, and documents from schools, the media, and the State Department of Education revealed obstacles to change and highlighted substantial differences…

A review of the literature indicates that instructional differences exist between the instruction given to good and poor readers. A study was conducted to examine the amount of actual reading of connected text, orally or silently, assigned during classroom reading instruction. Twenty-four first and second grade teachers from four school districts…

Teacher logs for 600 reading group sessions from grades 1, 3, and 5 were analyzed to identify whether the amount and mode of assigned contextual reading differed systematically between "good" and "poor" reading groups. Analyses indicated that groups comprised of good readers read more total words and more words silently than…

Through a review of the literature, this paper describes current practices in compensatory reading programs, (particularly Title I and Chapter 1 programs), offers evidence on how such practices evolved, identifies program features that may be questionable, and suggests ways to redesign such programs to enhance their effectiveness. The first…

Designed for courses that focus on instructional reading methods for at-risk and culturally diverse student populations, this book assists preservice and inservice teachers in enriching the learning and reading skills of all children. It promotes the integration of phonics and literature-based process writing and reading instruction for a more…