Classroom reading instruction is the foundation of Multi-Tiered Systems of Support in Reading (MTSS-R) and the focus of many state reading reforms, initiatives, and policies. The purpose of this study was to evaluate whether comprehensive and coordinated Tier 1 core reading instruction was associated with higher early reading outcomes of students…

In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and…

In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who…

This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All…

We can improve reading instruction by using the strengths any child brings to the reading task. (Author)

Examines whether empirical research in beginning reading instruction supports the major tenets of the psycholinguistic approach to beginning reading. (Author/MP)

Shows two major handicaps in the anti-phonics movement which suggest that the future of the movement is doubtful: (1) the demonstrable weakness in both the theory and method of anti-phonics; (2) the increasing confidence that publishes and editors of widely used basal readers are placing in phonics. (BF/JH)

Discusses the maturational, behaviorist and cognitive or psycholinguistic views of reading readiness. Describes a teaching strategy of "assisted reading," derived from the cognitive, psycholinguistic view. (BF)

Describes a tutorial method of individualized, programmed reading instruction that doesn't require and sophisticated materials for its implementation. (AN)

Based upon the theory of successive approximation (children learn language in a series of stages that come closer and closer to replicating adult language), the method of assisted reading instruction for children, ages four and above is explained in detail. Studies supporting this method are discussed. (ED)

Describes how in the 1960s and 1970s critics of the schools as well as the transitory interests of the schools themselves were the greatest forces for change in basal reader programs. Discusses how current demand for high test scores has influenced those who prepare basal material. (Author/NH)

Discusses the relationship between children's knowledge of their language and the process of reading, along with some implications for teachers. (MP)