In a series of reforms started in 1998 and formalized with the 2000 introduction of the Blueprint for Student Success, the San Diego Unified School District (SDUSD) implemented a wide-ranging series of reforms designed to boost the literacy skills of students. This article provides an overview of the reforms, assesses the contributions made by the…

This brochure discusses the "Read to Achieve" initiative undertaken by the state of Colorado because Colorado faces a literacy challenge. The brochure first states the problem and then proposes the solution (Read to Achieve). It uses a colorful, easy-to-see graphic design to show how the initiative works. The brochure contends that…

Considers the effect that students' health status and the health conditions of the classroom might have on reading achievement. Provides a quick checklist by which teachers can measure these conditions. (HB)

Developing a community of people interested in improving student reading achievement is an ongoing trend in education. Time and effort need to be put forth to become engaged in studying and promoting reading achievement. With high stakes state-mandated testing, it becomes even more important for teachers, school administrators, and the lay public…

The technical education student must become a proficient reader so that optimal achievement is possible in the work place. Technical education instructors must be certain that students have mastered the basics in becoming good readers. Students need to be able to read directions accurately and understand the contents. Informal approaches to…

Noting the inadequate vocabularies of students in her college writing classes, the author calls for a revival of close textual reading at all educational levels as a means of improving reading and vocabulary skills. (PGD)

The addition of captions to television is a technological breakthrough that can be used to enhance the vocabulary and comprehension skills of young readers. Taken together, several studies suggest that captioned television is a motivating medium for below-average readers and bilingual students, and that simultaneous processing (audio/video/text)…

States that many American children have difficulty learning to read (44% read below grade level). Explains the viewpoint of the phonics group and what those involved with whole language believe. Calls for dispassionate inquiry into how to raise reading levels, instead of the battle of the two methodologies as exists now. (PA)

Presents an open letter to President Clinton regarding his statements about reading standards and testing made in his 1997 State of the Union Address. Points out serious problems in having a national reading standard and trying to get every fourth grader to meet that standard. Discusses problems with curing the so-called reading problem by use of…

Offers a typology of emergent literacy skills, reviews research relating emergent literacy to reading, and reviews evidence linking emergent literacy environments and development of emergent literacy skills. Proposes that emergent literacy consists of inside-out skills and outside-in skills that are influential at different times during reading…

Outlines the importance of principals' focusing their school's curriculum on the development of reading skills through ideas such as (a) faculty inservice and orientation programs, (b) organization of faculty reading planning teams, (c) allocation of resources, (d) supportive classroom visits, and (e) informal evaluation systems to ascertain…

Presents conceptual framework for classification of poor readers based on a sample of over 5,214 children between 9 and 10.7 years. The framework is based on the notion of low achievers (those whose reading attainment is low but who attain the expected level) and underachievers (those whose reading is poor but who ought to read at a higher level).…

Offers suggestions for organizing the primary classroom to provide ideal conditions for teaching reading. (DF)

Tells a first grader's story of his struggles learning to read in a traditional school setting, where he experienced significant reading anxiety, and highlights the ease with which he learned to read at home and in the community as he proceeded through his day. (SM)

Race and socioeconomic class differences in children's reading performance are influenced by social and motivational factors. For example, children from poverty backgrounds are more likely to attribute success to conditions outside personal control, and thus do not experience as much pride in achievement as middle class students who have learned…