This evaluation study explored a two-year literacy reform effort in a school district with 10 of its 13 elementary schools in the improvement process. Schools were placed in three groups. Group 1 (four schools, 80 teachers) implemented new instructional practices in Year 1 and then added a new curriculum. Group 2 (four schools, 102 teachers)…

Children's development as readers is a complex and multifaceted process. Rather than emphasizing individual components of reading instruction, Melanie R. Kuhn and Katherine A. Dougherty Stahl argue that it is more effective to view the reading process as a reciprocal or interactive one in which readers' development in one component of reading can…

We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal…

This article is aimed to study the problems of reading and improve reading culture of students-bachelors of elementary education in modern high institutions and development of the most effective methods and techniques for improving of reading culture of students in the study of Humanities disciplines. The leading method to the study of this…

The existence of elementary reading specialists in schools has increased, and their role in improving schoolwide efforts for prevention and intervention of reading risk has received increased emphasis. The purpose of this article is to describe the components of a multitier schoolwide reading model in the early grades in which the reading…

The field of literacy education has long been concerned with the question of how to help classroom teachers improve their practices so that students will improve as readers. Although there is consensus on what characterizes effective professional development, the reading research on which this consensus is based most often is small scale and…

Many studies show that school leadership is a key factor in supporting change within schools, but few have specifically considered the impact leadership has on gains in students' reading outcomes. This article focuses on factors that typify leadership in schools where such gains have been identified and explores the nature and quality of…

As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming…

The Accelerated Reader program from Renaissance Learning Inc. is a popular program implemented in elementary and middle schools across the country that encourages students to read and monitors their progress in the program. Despite its widespread use and popularity, there have been some questions about the program's effectiveness at increasing…

Forty-six dyslexic boys (aged eight to 13) were administered Piracetam or placebo in a double-blind, parallel experiment. Although, overall, there were no significant group effects, the within-subject design revealed improvements in reading speed and accuracy in Piracetam Ss. Dyslexics with higher reading ages improved significantly compared to…

A coordinated approach adopted by support personnel (educational psychologist, remedial teacher, occupational therapist, and speech therapist) for two boys (8 and 11 years old) with ocular motor perceptual problems led to initial evaluation of progress in reading and spelling. (Author)

Suggests reading activities involving prose, poetry, fiction, and dramatic reading with expression for sixth-grade students who read at and above grade level. (RH)

Effects of having 32 learning disabled elementary grade students read passages orally one, three, or seven times with instructions to work for either fluency or comprehension were analyzed. Both fluency and comprehension improved with the number of readings with the greatest improvement being between one and three readings. Attentional cues…

Points out that the imitative, repeated, and impress methods of teaching reading each have certain strengths and weaknesses of which teachers should be aware. (Author/FL)

Explains how classroom cookery can be used in the elementary school language arts program. Emphasizes ways it can improve reading skills and provides a listing of cookbooks for children. (FL)