In order to substantiate the need for college level developmental reading programs, this paper reviews research conducted in the area from 1971 to 1981. The paper provides bibliographic information for 96 entries drawn from a search of ERIC, Dissertation Abstracts International, the William S. Gray Research Collection in Reading, and journals in…

This paper is focused on a relatively new emphasis in education research: the nature of academic work contained in the curriculum of elementary and secondary schools, how that work is organized and accomplished in classrooms, and what modifications in academic work are likely to increase student achievement. The paper is divided into two major…

The 594 studies referenced in this volume, the first of a two-volume set, synthesize reading comprehension research conducted from 1974 to 1984. The 12 chapters cover the following topics: (1) the necessity for both quantitative and qualitative meta-analysis for a complete state-of-the-art understanding of any domain, (2) the background of the…

Constituting an updated treatment of the use of computers for reading instruction, this book focuses on recent developments in computer assisted instruction and its classroom implications. The ten chapters cover the following topics: (1) the development of digital computers and their programs, (2) college and university centers in computer based…

Questioning the process by which language minority students are taught literacy in the United States, this paper argues that language skills, including reading, should not be taught in isolation, and that learning, not literacy, should be the guiding force for educators. The paper first discusses the special reading problems of the language…

The relationship between children's language and their knowledge of the various features of their language and their reading is examined from the perspective of several prominent theories about the link between thought and language. The first chapter contrasts features of five significant contemporary theories of language and thought--the Russian,…

Representative research studies of the interference of Vernacular Black English (VBE) on beginning reading of VBE speakers at the phonological, grammatical, and lexical and content levels are examined. The following conclusions emerge: (1) phonological interference in learning to read has not been established; (2) VBE does not clearly interfere…

Noting that sensory impaired children often have poorly developed or ungeneralized concept development that impedes their ability to comprehend stories or content texts, this paper presents a brief description of the learning problems of these children as they relate to the reading process. It then presents implications for teaching reading and a…

To dispel the myths of linguistic deficiency among nonstandard English dialect speakers, evidence that repudiates these myths should be examined. These myths include suggestions that nonstandard dialects are ungrammatical and cannot be used to form concepts, and that speakers of such dialects receive little verbal stimulation as children. The…

Five implications are drawn from the literature on effective reading instruction for students speaking nonstandard dialects: avoid criticism and over-correction, develop oral English first, include the language experience approach as one basic method, utilize directed reading activities in content classes, and provide a variety of media for…

Reviews recent research showing that creative composition should begin in kindergarten. Presents practical ways teachers can help young children learn to write and thus to read. (FL)

Claude Goldenberg's claim that there are compatibilities between minority children's home and school experiences is critiqued on the following points: (1) the methodology is not ethnographic; (2) home-school cultural compatibilities are not demonstrated; and (3) the model of literacy acquisition is not supported by current theory and research.…

Reviews research concerning the relationship between teacher characteristics and student achievement. Concludes that teachers' expectations of their students can influence student attitudes, behavior, and, perhaps, achievement. (FL)

Suggesting that empirical work in the field of reading has advanced sufficiently to allow substantial agreed-upon results and conclusions, this literature review cuts through the detail of partially convergent, sometimes discrepant research findings to provide an integrated picture of how reading develops and how reading instruction should…

This paper provides an overview of the Cooperative Integrated Reading and Composition (CIRC) program, a comprehensive approach to reading and writing instruction for grades K-8, as well as its Spanish adaptation, Bilingual Cooperative Integrated Reading and Composition (BCIRC). The program's goal is to improve student achievement in reading,…