Teaching children to read is a complicated process. Children begin school at varying levels of ability, yet are all required to meet a set standard of achievement. It is up to teachers to assess each student, identify individual learning needs, and provide support. A motivating, literacy-rich program that includes whole-class, small-group, and…

Although the importance of intervening to assist young struggling readers is widely accepted and many interventions have been developed to meet this need, research has not yet established that there is an effective and low-cost option for schools. Reviews of research into beginning reading provide guidance about what needs to be included in an…

Some children learn to read easily with phonics, and some do better with a whole-language approach. Principals should understand both systems and use the best of both, together with other effective reading programs. Teachers should balance their reading programs by providing structure for analytic students, reading to students, and relying on…

Based on the premise that schools apparently fail to match reading instruction to children's needs, this study was conducted to learn about the process of changing teacher behavior in such a way that a match exists between what is taught and who is being taught. Year-long observation of one kindergarten program that was supplemented with attempts…