One of a series of educational packages designed for implementation either in a workshop atmosphere or through individual study, this Hot Topic guide on reading program evaluation presents a variety of materials to assist educators in designing and implementing classroom projects and activities centering on the topic of evaluating the progress of…

Theory indicates that a fourth, the emergent, reading level may be even more important in understanding the process of reading development than the three previously designated levels: the independent level, at which students have no difficulty reading on their own; the instructional level, at which students need assistance; and the frustration…

A review of research concerning reading achievement of prelingually deaf students found that studies comparing signing versus non-signing parents without regard for parental hearing status typically found no relationship between parental method and reading skills. Studies examining specific types of manual communication found a relationship…

Research findings are cited that explain how reading comprehension is a complex process involving the coordination of multiple factors and provide a basis for instructional methods to improve children's reading comprehension skills. (MLF)

Reviews research showing that teachers can improve student reading behaviors through direct instruction and reinforcement. (FL)

Three classes of research on reading are identified. The articles of this section pertain to investigation of the organization and operation of basic processing mechanisms underlying skilled reading; each is described briefly and commented upon. Particular attention is devoted to the articles on context effects. (Author/RD)

Chronological review of various studies from the past 50 years on the effectiveness of methods for teaching reading, conducted to devise criteria and implement methods for greater reading achievement. (HTH)

The article reviews research on the academic status of behaviorally disordered adolescents and identifies research needs in the areas of sampling techniques, selection of dependent measures including curriculum-based assessment, assessment of the learning strategy, abilities of students with behavioral disorders, and instructional variables…

Reviews studies from 1979 to 1994 that examined adult reading achievement by comparing the efficacy of computer-assisted instruction with traditional methods. Finds that, despite considerable variability in design sophistication, 10 of the 21 studies found no statistically significant differences, 5 failed to indicate significance, 2 showed mixed…

In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison…

The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received eight books to read during their summer vacation and were encouraged by their teachers to practice oral reading at home with a family member and to use comprehension…

Orton-Gillingham (OG) and Orton-Gillingham-based reading instructional programs are commonly implemented reading programs in the United States. Twelve studies that employed quasi-experimental or experimental designs are reviewed. These studies included elementary students, adolescents, and college students. Of the 12 studies, 5 reported that the…

Addressing a component of critical thinking that is presently lacking in reading instruction in United States classrooms, this paper identifies and provides a review of the literature on six traits of analytical reading. Stemming directly from research in assessment and instructional practices, these traits identify the six critical reading skills…

A review of research on the effects of whole language suggests that no one approach to teaching reading is distinctly better in all situations and respects than other methods. The whole language approach has been described as a "top-down" theory of reading which emphasizes the importance of teaching language as a whole entity as…

Intended to serve as a resource for the many and varied groups concerned with improving students' reading proficiencies, this report from the Nation's Report Card provides a long-term perspective on students' reading skills and strategies based on a series of five national assessments conducted from 1971 to 1988. Each chapter of the report…