This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing a child's phonological awareness. The methods described of teaching…

This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing reading comprehension. The methods described of teaching reading to…

Reflecting Alaska's Reading Performance Standards, this booklet highlights key aspects of what families and teachers can do to teach and support young children as they learn to read using many different strategies. It lists content standards for English/Language Arts and reading performance standards divided into four categories ranging from age 5…

Describes insights gained by British teachers investigating implications of CD-ROM for English with their Key Stage 2 pupils. Studies pupils' use of the CD-ROM and its effect on learning. Develops effective strategies to help pupils cope with the reading demands and edit their own texts. Observes positive effects on critical reading,…

Fourteen students (ages 7-9) with reading difficulties were taught to create word-picture links for those words they find particularly difficult to recognize quickly. Students consistently learned more words when using the word association method. (DB)

Defines phonological awareness and discusses historical and contemporary research findings regarding its relation to early reading. Common misconceptions are addressed, and research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. (Author/CR)

Focuses on the effect of word-recognition instruction on later reading success for all students, particularly students experiencing difficulties with early reading. Instructional principles are offered for teaching essential elements of word recognition: letter-sound correspondence, regular word reading, story reading, irregular word reading, and…

Three factors tied with secondary student success in content-area reading are demonstrated: validated teacher-focused and student-focused interventions, integrated and comprehensive service delivery systems, and well-designed, data-based professional developmental programs. The key role that school administrators play in ensuring each of the…

Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that…

This book aims to enlarge the possibilities of reading by suggesting ways to make reading more imaginative and by encouraging a new attitude toward the act of reading. The book discusses the mystery of learning to read, the physiology and psychology of reading, the ongoing contests between various methods of instruction. It guides readers through…

More is known about the effective teaching of reading than is reflected in classroom practice. The critical link in the chain from research findings to classroom practices is staff development. A staff development model was designed, based upon the notions that change is a gradual and difficult process for teachers; that teachers vary widely in…

Recent research on reading reveals many methods work for teaching reading. There are three individual reading styles: (1) those who need phonics, (2) those who can learn it but don't need it, and (3) those unable to learn phonics. The level of reading achievement depends on how well instructional program accommodates to an individual's reading…

Asserts that reading tests can be neither ignored, nor allowed to control the classroom. Describes the teaching of "reading-test reading" as a genre in a first grade literature-based classroom. Presents children's views of the genre and how their understanding of it affects their view of themselves as readers. (SR)

Presents an overview of the components of content-area reading instruction (word identification, vocabulary, and comprehension) and describes instructional strategies that can be used to teach middle and high school students with reading disabilities how to approach content-area reading. Tips for selecting textbooks are also included. (Author/CR)

Discusses the different learning styles of poor readers and presents strategies for students with attention-deficit disorders in inclusive settings, including small-group work, structured daily schedules and consistent instructional methods, prereading strategies, after-reading strategies, and allowing students to move around to confer with peers.…