ABSTRACT In New Zealand schools, the focus continues to be on improving the reading achievement of all students situated across a range of socio-economic groups. This is particularly so for our young adolescent students, where research investigations have indicated some concerning trends which influence reading development for this age group. This…

This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n = 418) to a 12-week intervention or control…

The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel…

This study examined oral reading fluency (ORF) of bilingual and monolingual students. The author selected a sample of 510 (258 males and 252 females) native Arabic-speaking sixth-graders (62 bilinguals and 448 monolinguals) in Egypt. The purposes were; (a) to examine oral reading rate, oral reading accuracy, prosody, and oral reading comprehension…

Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

Few researchers have addressed student achievement outcomes as a function of grade configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic…

This article focuses on a multicultural, low socioeconomic, intermediate school that over the 4 years of this longitudinal, qualitative, case study made substantial positive shifts in developing a more effective learning environment and improving students' reading achievement. The study found that the factors appearing to have the most influence…

A study of the reading achievement of sixth-grade students in the Tampa Bay area of Florida shows average and above average students doing better on 1978 standardized reading tests than on tests from the 1950s, while below average students do better on the earlier tests. (PGD)

Examined planned parental involvement as part of affective education program. Assigned fifth and sixth grade students (N=231) from two schools to either affective education group, affective education and parental involvement group, or control group. Students completed pre- and post-tests measuring self-esteem, alternative thinking, and reading…

Examines the reading standards of eight cohorts (years 1989 to 1996) of Year 6 children from five randomly selected primary schools within one Local Education Authority in England. Finds little movement in the mean scores of the eight cohorts over time and, in fact, there has been a slight but significant decline in mean scores. (RS)

Tests the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners'"Habits of Mind" while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks. Confirms that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the…

It was hypothesized that teaching poor readers to use a reflective cognitive style would facilitate their reading ability. An experimental group of children was taught to delay their responses and to use more efficient search and scanning techniques. Poor readers' vocabulary and comprehension scores and level of reflectivity improved following…

Examines the developmental spellings of 63 fourth-grade students who are poor readers by analyzing written story retellings. Suggests categories of misspellings that may demonstrate developmental spelling strategies used by this sample. Reviews current research to present possible interpretations of strategies used by the group. Summarizes…

Nine low IQ (less than 80) and 12 high IQ (100 plus) learning disabled children (grades four through six) who attended resource room programs were observed in regular classes. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. (Author/MC)

Investigates the effect of reading placement on reading achievement of at-risk sixth-grade students with reading problems. Finds that scores of students placed one-half to one year above instructional level were not significantly different from scores of students placed at instructional reading level. (RS)