Background: In the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners' opportunities to read continuous text for meaning. Aim: This ethnographic study investigated the microcosm of teacher practices in well-resourced environments. Setting: A purposive…

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…

The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their…

Research indicates that the most effective instruction in basic reading skills and reading comprehension should take place in the classroom. For some students, however, additional reading instruction outside of the regular classroom may be needed and should begin early in a student's educational career. Since reading comprehension is the goal of…

Describes how to use wordless picture books to encourage development of reading skills of Chapter One remedial reading students. (MG)

Examines and evaluates a guided reading lesson using a literature webbing strategy, with predictable books. Concludes that this approach significantly improved young readers' comprehension. (MG)

The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best…

Investigates prediction instruction in three basal reading series. Finds that many basal reader materials do not contain explicit definitions of predictions, nor do they provide rationale statements related to prediction instruction. Discusses implications for prediction instruction in basal readers. (RS)

A study compared the effectiveness of phonemic awareness and decoding training for 58 first graders with and without severe lexical retrieval weaknesses. All students demonstrated poor phonemic awareness. Students with relatively strong lexical retrieval skills responded more favorably to beginning reading instruction than did students with weak…

Investigated the reading strategies of 24 first grade students. Found that the "talk aloud" procedure (Olson, Duffy, & Mack, 1983) is a feasible tool for comprehension process research with young readers, and that it is possible to differentiate between the strategic preferences of good and poor beginning readers. (ARH)

A study investigated predictors of individual differences in responsiveness to word reading instruction in 55 typical first-graders and 41 identified as at-risk. A combination of rapid naming speed, letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. Growth modeling increased reading…

Providing a focus for assessment and serving as a scaffold for documenting and reporting students' progress in reading, this framework is designed to assist teachers in planning and implementing Washington State's Essential Academic Learning Requirements in Reading. Organized by grade level (K-4), each level presents information in four sections:…

This practicum was designed to increase the literacy skills of first-grade students. Students were to improve their reading strategies necessary for success in reading through support from their families and through the use of cross-age reading tutors. A cadre of parent volunteers who presented four parent and child workshops focusing on early…

This study describes a program designed to increase student achievement in reading. The targeted population consisted of first and fourth grade elementary students in a Midwest community. Evidence for the existence of the problem included standardized tests and alternative assessments to measure reading achievement, and teacher observations with…

This report describes a program for improving inconsistent reading comprehension. The targeted population consisted of first, third, and fifth grade classrooms in a diverse middle class community located in Illinois. The problems of low academic achievement were documented through teacher observation, reading comprehension test scores, and low…