This independent evaluation of 2 commonly used approaches for accelerating reading achievement and reducing inappropriate special education referrals, Success for All (SFA) and Open Court, was conducted in 12 Title I schools in a large urban district in northern California. To compare the effects of these approaches, we collected data on 936 grade…

The 1936 Dolch basic sight word list is still a useful tool for beginning readers, although it should be revised according to recent word-count studies. (CS)

Describes principled, research-based ways to consider vocabulary instruction. Focuses on the relationship between vocabulary knowledge and reading comprehension, the role of direct instruction, and definitional, contextual, and conceptual methods of vocabulary instruction. (SKC)

This study systematically analyzed social and cognitive processes that underlie the development of argumentative knowledge. Group discussions of controversial issues and explicit instruction in argumentation were expected to help students acquire a sense of the overall structure of an argument, or an argument schema. In a quasi-experiment, 128…

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)

Describes a tutorial program in which school personnel trained fifth- and sixth-grade pupils to tutor kindergarteners in reading. (WY)

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)

This article synthesizes results from 5 studies that used noncertified tutors to work with at-risk primary-grade readers. Each of the studies featured (1) twice-weekly tutoring lessons that included guided reading, word study, and reading for fluency; and (2) supervision of the tutoring by a knowledgeable reading teacher. Results from the 5…

Cites results from more than a dozen research studies generally favoring the use of the typewriter as a teaching tool in the elementary school classroom. (BR)

Reports on Project Muse, Hunter College, New York, which has explored ways of using the camera in the teaching of reading. (NH)

Argues that differences in instruction influence differences in students' reading abilities as much as do variations in individual learning styles or aptitudes. Suggests ideas for enhancing instruction of poor readers. (RH)

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 need for formal, systematic instruction in spelling or word structure is discussed. The development of spelling knowledge in children is reviewed, and it is suggested that a formal program for spelling instruction be incorporated throughout the elementary grades. (Author/LB)

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…