Describes how a second grade teacher implemented a small-group, support-reading strategy with low-achieving readers. Describes (1) characteristics of the innercity classroom; (2) explanation of how the instructional strategy was introduced and implemented over time; (3) evidence of the intervention's success; and (4) comments on the…

A study tested the effects of an approach for improving reading fluency on the general reading and fluency development of second-grade students in regular classrooms. Subjects were from two elementary schools in a large, urban, ethnically diverse school district. There were 30 students in 2 classrooms in a school located in a working class…

White teachers were observed to be more favorable in their instructional behaviors toward Black children than were Black teachers, and Black teachers were more favorable toward Whites than were White teachers. Black teachers who favored desegregation and cultural diversity, however, were more positive toward Black children than were White…

Follows whole-language-instruction students into second-grade classrooms that either used a skills-based (transition group) or a whole-language approach (continuing group). Finds the transition group experienced a loss of literate behaviors; differences in writing favored the continuing group; and no between-group difference in reading growth. (RS)

The primary purpose of this paper is to present evidence of significant differences in the effectiveness of schools serving low-income children; a secondary purpose is to show that one reason why more learning takes place in some classrooms and schools than in others has to do with differences in the effectiveness of teachers due to teaching…

A study evaluated the Early Literacy program that served 2,278 underachieving pupils in grades one (1,655) and two (623) who appeared unlikely to learn to read successfully without additional reading instruction. The Early Literacy program teacher and each small group of pupils worked together each day for 40-45 minutes on reading and writing…

A study evaluated the Early Literacy program that served 1,773 underachieving pupils in grades one and two who appeared unlikely to learn to read successfully without additional reading instruction. The Early Literacy program teacher and each small group of pupils worked together each day for 40-45 minutes on reading and writing activities. A…

A qualitative study, presented in the form of an analytical narrative, examined children's symbolic and social use of superhero stories--popular media stories that vividly reveal societal beliefs about power and gender, which are themselves interwoven in complex ways with race, class, and physical demeanor. A second-grade classroom in an East San…

A literature-based reading program was introduced to 98 students in 5 second-grade classrooms in an urban school district with a socioeconomic status ranging from middle class to disadvantaged. Students were primarily African American or Hispanic. Of the total, 22% had previously been classified as "at risk" as determined by state regulations. The…

A 1-year investigation of writing took place in an urban second grade and focused on three low-income African American children with different reading abilities in their third year of whole language instruction. Data collection included written artifacts, structured interviews at the beginning and end of the school year, and field notes. Artifacts…

This study analyzed the impact of the Developmental Discipline Management System (DD) on teaching effectiveness and student achievement in special needs classrooms. DD was developed as a human centered, systems approach to education. Its core philosophy was to help each child achieve self mastery and mastery of subjects and to help teachers feel…