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…

Curriculum designers often assume that teachers implement curricula as written, yet research shows that all teachers adapt curricula. Adaptation is especially important in the context of sustained curriculum implementation, as some level of adaptation may be necessary for teachers to feel ownership over a program. However, whereas some adaptations…

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…

The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…

Core reading programs have a tremendous influence over reading instruction in the United States. Federal policies such as Reading First put increasing pressure on schools to implement a core reading program. While core reading programs contain a wide variety of suggested strategies and activities, they may not provide sufficient text or volume of…

This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003-2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005-2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform…

Outlines five incernible trends in the teaching of reading that will become main currents in the seventies. (WY)

In this study, we used a randomized design to investigate the effects of an enriched reading program on 226 urban elementary students' (third through sixth grade) reading comprehension, oral reading fluency, and attitude toward reading in 2 elementary schools. The Schoolwide Enrichment Model in Reading Framework (SEM-R) provides enriched reading…

Delineates arguments for and against oral reading instruction in developmental reading programs. The need for systematic research into the effects and potential benefits of various forms of oral reading instruction is stressed. (CM)

A number of suggestions are offered that can be incorporated into the classroom reading program to help the young learner discover what reading is -- its purpose as well as the process. (Author/RY)

Examines nine elements of language learning and reading: suddenness of onset; anxiety; blame laid on child for failure; appeal of rewards; surface features of oral and written language; social interaction; correction of errors; grasp of language concepts; amount of control and breaking apart of language. Makes recommendations for reading programs.…

The purpose of this longitudinal study was to learn how beginning elementary teachers understood and used curriculum materials for teaching reading, and how, in turn, these materials shaped teachers' instruction. We followed 4 teachers who worked in markedly different school situations and were provided a variety of curriculum materials, ranging…

Describes a program that teaches reading and thinking strategies through a student-centered, literature-based curriculum designed to increase students' cognitive strategy use, reading achievement, self-esteem, and critical-thinking abilities. An experiment demonstrated that 178 elementary school students in the program outperformed 174 control…

One teacher taught same story for three years to three groups of low-achieving second graders. An interaction-tracking and coding scheme was used to detect changes in student and teacher interaction patterns. By year three, students participated more actively in story discussion and used strategies with less teacher prompting. These changes…

Surveyed more than 500 educators to determine whether basal reading programs control or limit teacher instructional decision making. Found no limiting action: rather than "de-skilling" teachers, subjects reported, the materials have an empowering effect by providing additional instructional ideas to draw from, adapt, or extend. (ET)