Research has indicated that a large percentage of primary-grade students who struggle in reading have not achieved full competency in the foundational reading competencies (word recognition and fluency). In this article, the author argues that more intensive instruction of the foundational competencies is needed and proposes a simple lesson…

The teaching approach described in this article was originally designed for kindergarten students who are at risk for reading disorders. In a 30-minute session, students practiced attending to and identifying the spelling patterns, pronunciations, and meanings of common morphological suffixes through listening activities, interactive book reading,…

Explores issues of reading instruction with 11 experts representing a range of views toward reading education. Finds unanimous agreement on 3 of a list of 12 easy ways to make learning to read difficult: teach letters and words one at a time; make word-perfect reading the prime objective; and detect and correct inappropriate eye movements. (SR)

Presents a scenario taken from the author's summer classroom (a brief instructional history of a child heading into third grade but reading at the primary level, followed by an actual classroom dialog that poses a problem). Shares how the author responded to it with goals focusing on making sense and paying attention to print. (SR)

Contends that visual presentations of story elements can enhance poor readers' comprehension. Supports the claim by presenting a study on a mapping readiness approach to improve comprehension. (FL)

Reports that the addition of 15 minutes of relaxation training to weekly remedial reading periods for disabled readers throughout a school year raised concentration levels and decreased anxiety, neuroticism, and number of reading errors. Describes a few types of relaxation exercises that may be helpful. (ET)

Describes a study that examined the classroom behavior and reading achievement of elementary school children placed on the Feingold food additive elimination diet. Concludes that children who remained on the diet for six months became less impulsive but did not raise their reading scores significantly. (FL)

Uses a brief instructional history and quotes actual classroom dialog to focus on a teacher's instructional decisions and practices that helped a 10-year-old boy, reading below a preprimer reading level, move toward reading independence. (SR)

Argues that educators should eliminate the categorical concepts of learning disabilities and reading disabilities, forsake vested interests in one program or the other, and emphasis solving the child's educational problem. (RB)

Concludes that poor readers benefit from a cooperative strategy that gives them practice toward fluency in a supportive situation. Explains how repeated reading works and offers a strategy for using it. (FL)

Describes how the author worked with one struggling reader to help him learn to make balanced and consistent use of different cues for word identification (graphophonic cues, how words look, grammatical appropriateness of words, sentence meaning, or background knowledge). (SR)

Describes a reading lesson conducted with a child, using a lesson framework developed for children with reading problems. Discusses each lesson component and the reasons for its inclusion in the framework. (SR)

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)

Suggests that retelling a story or expository text can help less proficient readers improve their reading comprehension. Provides guidelines for the use of retelling in the classroom. (ARH)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)