The purpose of this study was to compare the variety, complexity, and frequency of reading behaviors of three groups of first grade students--students who discontinued from Reading Recovery (D-RR), students who did not discontinue from Reading Recovery (ND-RR), and students who never needed Reading Recovery (A-NRR). Students were asked to read…

A reading teacher advises parents to insist that teachers work to prevent initial reading failure at the beginning of first grade. (RC)

In order to discover whether there were any inner-city elementary schools in Massachusetts which were successful in teaching children to read, a two-year study was undertaken. Results of the study, reported in this document, showed that there is no one pattern for success but that there is a process by which schools, either alone or in…

A memorization technique using books recorded on tapes gave nonreading children practice in reading connected discourse and put them in touch with a variety of books. (JH)

Both the remediation of reading deficiencies and the alleviation of severely deviant behaviors are necessary for the proper social and emotional development of the child and for his normal academic achievement. A successful reading program for children with behavior problems provides for daily success. Initial and continued teacher reinforcement…

Targeted to a wide audience, this book is a highly readable, nontechnical work without sacrificing the informative value offered by the relevant empirical research. The book is organized into three sections that discuss why it's difficult to learn to read; existing scientific evidence in reading research; and practical solutions, based on the…

In this paper the author examines the more commonly accepted causes of failure in reading and argues that all of them are related to and explained by two major problems: the lack of proficiency in the spoken language and traditional orthography, the medium in which reading is most commonly taught. Each of the factors generally accepted as…

This project demonstrates an individualized continuous progress reading program for pupils identified as educationally disadvantaged in reading. The program uses Sullivan reading materials, supplemented by other reading activities according to individual need. A daily programed individualized reading period was provided and teachers and aides…