Describes the way in which the use of a tape recorder encouraged students to develop a variety of reading skills. (RB)

Argues the 95 percent of all children in remedial reading classes have difficulties that effective instruction in regular classes could solve. (RB)

Uses research data to suggest a new basis for understanding gender differences in girls' and boys' achievements in reading. Argues that raising levels of attainment across the board depends on building an active reading culture in the classroom. Suggests the Literacy Hour and the emphasis on work encompassing word, sentence and text levels for all…

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

Evaluates one aspect of the Read It Project, a community literacy project initiated and managed by Leeds Education 2000. Focuses on the reading attitudes and behavior of 61 children who attended Read It Clubs in 1998-1999. Concludes children enjoyed the Read It Clubs they attended, valued the experience, and believed they gained from it. (RS)

Examines parental involvement in shared reading and reading games as they affect reading improvement. Concludes that it doesn't matter which reading-related activity parents do with their children, as long as they receive initial counselling and ongoing support from the school. (RS)

Describes how one teacher helped students in her third grade class, who had below average spelling and reading skills, improve their reading achievement by using a structured, graded, multifaceted approach to spelling instruction. (ARH)

Discusses the origins of the interest in faster reading, oculomotor activity in reading in relation to eye movement and eye span, misapplication of eye movement data in courses designed to promote faster reading, and objections to some of the more common mechanical devices used in faster reading courses. (GT)

Suggests that when miscue analysis is associated with remedial techniques, computer-assisted learning constitutes a viable method of remediation. (NH)

A comparison of the effects of educational counseling of parents of backward readers with the effects of specialized remedial help for such readers suggests that an interested, well-informed staff who can enlist the positive cooperation of parents can substantially reduce the problem of reading failure without elaborate specialized provisions. (GT)

Describes some findings from the Books for Babies project, a central strand of Derbyshire's county-wide literacy initiative, Read On--Write Away! (ROWA!). Indicates that there are additional benefits for other family group members when a Book Start project includes follow-up activities and is connected to wider ranging community literacy…

Describes a 10-week reading program that paired students and parents as reading partners. Concludes that the program was successful because the children's reading scores improved measurably and parents felt the program was worthwhile. (SRT)