We now have an evidence base that documents that we could teach every child to read by the end of first grade. However, most schools have almost none of the key aspects of instruction that have been available in the research to ensure we achieve this goal. In this paper I argue that this failure is not the result of inadequate funding but rather…

Documents the high degree of similarity between basic word lists derived from a variety of word lists and the Dolch list. (RB)

Discusses reading as a culturally conditioned and situationally sensitive activity. (FL)

Reports that children do employ semantic/syntactic linkages in comprehending text, but not so early as expected. (DD)

Concludes that providing first and second grade students with books to read over summer vacation may prevent a loss of reading skills. (Author/FL)

With increasing attention focused on comprehension, there is a need for research regarding how to implement comprehension instruction for struggling readers and assess its effectiveness. This article describes reading instruction as it occurred over two years with one struggling reader in third and fourth grade. A comprehension checklist provided…

Argues that reading research studies should be more widely disseminated so that teachers may apply the latest information in teaching reading. (RB)

Describes the maze technique, which is designed to evaluate reading comprehension, and presents some research substantiating reliability. (RB)

Concludes that self-correction is a positive indicator that the reader is comprehending. (RB)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Discusses whether the learning of separate subskills is a prerequisite for learning to read and whether the reading process actually is made up of many different skills. (FL)

Demonstrates that the practice of classifying children who have learning disabilities may do more harm than good when the labeling is done by teachers who should concern themselves with instruction and leave diagnosing to doctors. (RB)

A survey of the results of studies of the "Illinois Test of Psycholinguistic Abilities" finds the test of limited predictive value. (RB)