Although approximately half of the six million students receiving specialized services for an identified disability are learning disabled, research shows that assistive technologies are far more commonly used with students who manifest physical or sensory disabilities than they are with those with learning disabilities. Assistive technology can…

A Chicago project used the concept of the extended Black family and the interdependence that exists within that relationship to develop a peer-group/cross-age tutoring program as a strategy for teaching and/or reinforcing reading skills. (Author)

The Ohio Department of Education through collaboration with local schools and teacher training institutions developed use of the New Zealand Reading Recovery Program (one-on-one reading instruction) for high-risk first graders. Results have been remarkable; 90 percent of the at-risk students reached average level reading skills after 30 to 40…

A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

Outlines the components of direct instruction. Research demonstrates that the types of questions asked, the detailed step-by-step breakdowns, and the extensive practice with examples (illustrated in the three studies discussed) significantly benefit students' comprehension. Includes references and five figures. (MD)

Research findings are cited that explain how reading comprehension is a complex process involving the coordination of multiple factors and provide a basis for instructional methods to improve children's reading comprehension skills. (MLF)

With a simplified alphabet and interactive computer programing, John Henry Martin has developed a system by which children can learn to read and write far better than usual. In this interview, he explains his approach. (Author/MLF)

Studies suggest that primary children are teacher-motivated, prefer structure, movement, and intake while reading, and use tactual and kinesthetic senses to learn to read. Older students are less teacher-motivated, need less movement, intake, and structure, and more choice of materials, and use visual and auditory senses to learn. (Author/JM)

Although the whole language perspective requires no money, it does involve "kid watching," or knowledge of individual class members and their interests. As the experiences of two elementary teachers illustrate, educators need only look to their own backyards and to past/present historical events for rich instructional material. Includes three…

Describes a Long Island, New York, school district's staff development project designed to improve student learning and thinking strategies by applying interactive and constructive learning theory. The three-year project focused on bettering reading instruction across the curriculum and used teacher-selected materials and demonstration lessons to…

Discusses the progress of reading programs during this century and the influences that shaped those programs. (RK)

The research on beginning reading instruction for English language learners that provides several useful guidelines for policy and practice is presented. Research suggests that bilingual programs usually improve the English reading performances of English language learners.

Discusses the influence of public opinion, especially that of parents, on the effectiveness of reading programs. (RK)

Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)

Describes three key developmental reading strategies that content-area teachers can implement in their classrooms: Collect real books and other content-rich materials, read aloud to students, and provide time for independent reading. (PKP)