Describes several programs initiated by the New Haven public school system to improve student reading. (DD)

Provides ten suggestions content area teachers can use to help students with limited reading abilities. (DD)

Stresses the importance and benefits of children helping each other learn to read. Includes suggestions and guidelines to reading instructors for structuring peer-directed activities. (HTH)

This study describes the interactions of three adult-child reading partnerships in a program that matches corporate volunteers with "at risk" students for weekly hour-long story reading sessions. Using discourse analysis within a sociocultural framework, the researcher identified variation in the way these partners were constructing the act and…

Describes a study that examined the ways students responded to the styles of texts and that also looked at the effects of repeated reading of the same passage and different task instructions. (JL)

Surveys current attitudes and ideas on how to motivate students to read literature. (JL)

Surveys materials in the ERIC system discussing the causes of reading reluctance and suggesting ways to encourage reading interest and skills. (HTH)

A study was conducted to examine the differences in reading instruction for good and poor readers. Poor readers were found to have less opportunity to read silently or aloud in the classroom and to read only half as many words as the good readers. (HTH)

Discusses three ways elementary teachers can improve student understanding expository text through reading and writing of information trade books: reading and writing about information trade books; reading and creating innovations on information trade books; and reading and writing retellings of information trade books. (SR)

Draws on social constructivist theory to present principles of reading instruction for struggling readers. Focuses on three social constructivist-based components that have been used successfully with struggling readers to enhance their reading instruction: a responsive literacy environment, explicit comprehension-strategy instruction, and time…

Second-grade students were divided into groups subjected to three programs namely, Direct Instruction, Open Court and literature based program, in order to determine the effectiveness of the three programs. The results indicated that the Open Court and Direct Instruction programs did not improve the children's reading.

Describes how art became a central part of a South Texas teacher's language arts curriculum and how such an approach improved children's reading and writing test scores despite (actually because of) the fact that she refused to drill children for the test. (RS)

Outlines what reader response might look like in the classroom. Presents four basic assumptions of reader response theory. Discusses ways reader response approaches to literature help students grow both in the depth and breadth of their responses to literature, and as strategic readers. (SR)

Finds that the 35 middle-school language-arts teachers studied agreed that Self Selected Reading (SSR) is an important way to improve students' reading attitudes and achievement, but that their schools rarely provided funds for buying student-preferred materials, and that finding time for SSR was difficult because of the pressure to prepare for…

A "Personalized Contract Book Program," modeled on the way that competent readers learn to read at home, provided a nonpressured environment that fostered students' reading development. (DD)