Much is unknown about how initially high-achieving students grow academically, especially given the measurement issues inherent in assessing growth for the highest performing students. This study compared initially high-achieving and average students' growth in reading (in a cohort of third-grade students from 2,000 schools) over 3 years.…

Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will…

The purpose of this study was to design, implement, and evaluate the efficacy of scaffolded silent reading (ScSR) compared with the evidence-based practice of guided repeated oral reading (GROR) with feedback on 3rd-grade students' fluency and comprehension growth. Using a mixed-model dominant-less dominant design, the authors collected both…

In a comparison of good and low-average ability readers and five levels of prereading aids, it was revealed that good sixth grade readers understood reading passages best when no adjunct aids were given. (CJ)

Reanalyzed data from Goodman's 1965 study of whether increased reading fluency related to increased dependence on context in the process of word recognition and repeated Goodman's procedure with first-third graders. Results found that reading fluency was not significantly associated with context use, though third graders improved significantly…

This study focused on whether reading instruction based on popular youth-oriented television programs increases task involvement or reading achievement scores. After one year, reading scores of classes using television scripts, in addition to regular materials, were significantly higher than those of nontreatment classes. (JN)

Regardless of individual differences at kindergarten entry, schools have a mission to promote reading achievement for all students. Within-class ability grouping is an instructional strategy that has received attention for its potential benefits to students. The authors assessed the effects of within-class ability grouping on kindergarten reading…

Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)

Findings from a study which compared methods for improving students' (N=20) reading fluency indicate: (1) both repeated readings and listening-while-reading treatments were effective in improving reading fluency and, (2) neither treatment was superior to the other in improving reading fluency. (IAH)

A study explored the impact of a regular, sustained self-selected reading program on four reading skills measured by a criterion-referenced reading skill test. Fourth graders received reading only, reading/skill instruction, or skill instruction only. Results indicated significant pre- to posttest growth for all groups for all the reading…

Third grade students involved in group-assisted reading made greater achievement gains in comprehension and vocabulary than did those who were given no assistance. Group-assisted reading is easy to implement and may be used to help remedial readers perform better. (JD)

Results of this study indicate that the cognitive behavior modification technique of self-instruction is effective and appropriate as a means of improving the basal reading academic task performance of first-grade children (N=57) in a school setting. (IAH)

An experimental study involving 32 second-grade poor readers found that students involved in dyad reading groups (buddy reading groups) made greater achievement gains on all reading outcomes (vocabulary and comprehension) than the matched control students. (IAH)

Identified school change in reading achievement on a statewide, high-stakes performance assessment. Meta-analyses of the effects of instructional practices in reading on achievement indicated that reading achievement change was directly associated with the characteristics of the school reading program in higher grades. Effects of instructional…

Researchers used four token reinforcement systems--tokens only, descriptive praise, self-reinforcement, and a combination of all three--and observed the effect on the problem solving performance of fourth-grade reading students. Only students using the combination reward system maintained their progress after tokens were withdrawn. (Authors/PP)