English language learners (ELLs) with disabilities struggle with reading and the reasons for their struggles are not well understood owing to little knowledge about the impact of disability on language development in either the first or second language (Klingner et al., 2006). Nevertheless, this difficulty in reading achievement historically has…

Nassaji and Geva (1999) concluded that lower level processes, particularly efficiency in phonological and orthographic processing contributed significantly to individual differences in adult ESL reading. Moreover, they reported that speed of letter naming, while not directly associated with reading comprehension, was related to linguistic…

Success for All is a schoolwide program developed by R. Slavin in the late 1980s. It has expanded from a single urban school in 1987-88 to approximately 300 schools in 23 states in 1995-96. The program serves all elementary school students. It relentlessly pursues success for every student, attempts to prevent learning problems, and intervenes…

This review of literature on stress and reading disabilities covers some affective research and theoretical footings. The research is considered in terms of historical research foundations (up to 1979) and recent research findings (1979-1989). The literature relates emotional stress either as cause, effect, or a concomitant aspect of reading…

The concept that a child's potential reading level can be measured via listening comprehension has at least one major shortcoming: it is of doubtful worth for children in grades one through three. First, reading comprehension and listening comprehension are not approximately equal early in a child's schooling. In fact, it seems that they generally…

The National Assessment of Educational Progress (NAEP) is a stratified random measure to systematically sample the performance of three age groups in a variety of subjects so that generalizations can be made to the United States as a whole. Past NAEP mean total reading scores have indicated that, in general, girls read slightly better than boys,…

There is ample theoretical and experimental evidence showing the positive impact of interest on academic achievement to suggest that college administrators might be well advised to include "expressed interest" in test batteries designed to facilitate the accurate placement of students in particular courses and curricula. J. Dewey was the…

The second in a series concerning some implications of learners' cognitive style for the development of reading competence, this paper explores the relationships between cognitive style and reading achievement, with attention to such factors as the stability and flexibility of cognitive style functions. The paper discusses J. E. Hill's concept of…

This booklet contains transcripts of two radio programs on the teaching of reading that were coproduced by the National Public Radio and the Institute for Educational Leadership of the George Washington University. The first transcript emphasizes the child's readiness and motivation in learning to read and provides an overview of children's…

This paper examines how controlling statistically for baseline covariates (especially pretests) improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement. Part I of the paper introduces the concepts, issues, and options involved. Parts II and III present empirical findings…

This report addresses the relationship between state content standards and assessments and the essential components of effective reading instruction. The extent to which the essential components are addressed in the standards and assessments indicates the extent to which states have integrated the essential components into their reading…

This book makes a scholarly contribution to the debate about standardized testing in American education by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what…

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

Discusses the steps teachers can use to create an inclusive reading program for students. Specific exercises teachers can use include undertaking an informal assessment of the students, developing reading groups, creating multisensory activities, creating isolated comprehension skills, and forming lesson outlines. Examining the component parts is…

Study examines first-grade students' growth in oral reading fluency as predicted by their kindergarten letter-naming and letter-sound fluency using growth curve analysis. Results reveal that kindergarten letter-naming fluency uniquely contributed to the prediction of first-grade reading growth. Findings also reveal that Native American and…