Maintains that students must read for substantial amounts of time in order to maximize their reading achievement. (FL)

Explains schema theory and its usefulness in teaching reading comprehension. (DD)

One of the largest initiatives using coaching has been Reading First, a federal project whose purpose is to improve reading outcomes for students in low-performing K-3 schools. The present study addressed two questions: (1) Who becomes a reading coach, and what background, skills, and qualifications do coaches bring to their jobs? and (2) How do…

Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…

The authors assert that vocabulary development is one of the most important things teachers can promote for students--cognitively, culturally, socially, and in preparation for standardized tests. A broad-based review of the literature reveals solid reasons for using systematic vocabulary instruction, which is especially helpful with youngsters…

Reviews the procedures and outcomes of ten different peer tutoring projects. The evidence reviewed suggests that peer tutored paired reading accelerates children's reading progress, with peer tutors gaining more than the children who receive tutoring. (Author/JDH)

The article reviews research on the use of multiple oral rereading (MOR) with reading disabled students. MOR uses daily practice on a selection of little difficulty. Its effectiveness in increasing fluency (accuracy and speed) is examined, and the role of redundancy in three types of reading models is analyzed. (CL)

Defines metacognition, discusses its importance in reading, and provides suggestions for its development. (FL)

Disputes the contentions mabe by Bruno Bettelheim concerning the state of reading and reading instruction in the United States. (FL)

Describes the methods of teaching reading in China and the problems children have in learning to read. (FL)

Discusses how textbooks can influence students' social behavior throughout their lives. (FL)

Presents the psycholinguistic view of reading, which holds that the reader uses his/her prior knowledge of language, facts, and concepts to process language nad comprehend meaning. (FL)

Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)

Reviews research indicating that subvocalization does not hinder reading ability and may assist less able readers. (Author/FL)

Reviews information from documents in the ERIC system that deal with such matters as whether preschool children should be taught to read and, if so, whether instruction should be formal or informal. (DD)