This article describes the Pioneer Valley Chinese Immersion Charter School (PVCICS), a regional public charter school in western Massachusetts, which opened in 2007 and the only Chinese immersion school in New England. The school draws students from over twenty-five towns and cities in a predominantly rural area of Massachusetts that includes the…

This qualitative case study explored the use of sheltered instruction observation protocol (SIOP) instructional practices to promote the language development and learning of elementary English language learners (ELLs) in an immersion setting in 1st and 2nd grades. The SIOP model was developed for middle school ELLs, and there is scant information…

The purpose of this study was to test Feuersetein's Structural Cognitive Modifiability model by evaluating changes in cognitive skills and reading scores after participation in one of two cognitive skills training programs. The Woodcock Johnson Tests of Cognitive Abilities and Tests of Achievement, 3 rd editions were used as evaluation tools.…

The tests of clumsiness that were used failed to differentiate between deaf and hearing children, and while the usual relationship between reading and clumsiness was confirmed in the hearing population, no such relationship was found for the deaf. (Author)

Investigates good and poor readers' ability to answer text-based inference and paraphrase questions after reading two narrative stories and two expository passages. Finds that expository passages are significantly more difficult for children to understand than narrative stories, and that good readers read texts faster than poor readers. (MM)

Disabled readers, good readers, and gifted children were compared on their recognition of words presented tachistoscopically under stimultaneous, bilateral viewing conditions. Poor readers showed inferior right-field performance compared with gifted and good readers, but when IQ was covaried, they showed higher left-field scores and lower visual…

The relative frequency of poor readers in Dutch general elementary education (GEE) and special elementary education (SEE) and the characteristics of their reading performance were investigated using a lexical decision procedure. According to the same norms that identified 9% of students as poor readers in GEE, no less than 73% of the students in…

The purpose of the two experiments was to specifically test for spatial order memory differences as a function of reader ability. (Author)

Reading is a complex and wondrous process and should not be restricted to the realm of the written word. Instead, we should strongly advocate and encourage students to develop skills in all aspects of communication, interpretation, creativity, and critical thinking. (Author)

This booklet contains a short summary of what scientific research says about how children learn to read and write. It also discusses things you can do with your child at three different grade levels -- kindergarten, first grade, and second and third grades. These activities will help the child become a reader. In addition, this booklet contains a…

Suggests educationists Develop a more critical attitude toward surveys on reading. (RB)

Pupils at different reading ages (RA) read narrative texts with or without illustrations. Good readers at RA7 used illustrations to identify textual messages, process information, and comprehend texts. For poor readers, illustrations were of limited help or actually increased errors. Good readers at RA9 were least affected by the illustrations.…

The effect of television viewing on children and their reading ability is discussed with emphasis on encouraging both parents and children to be more discriminating viewers. (DS)

Examines the error detection task, a paradigm used to measure metacognitive skill. Finds that conceptual tempo, passage readability, and error type, as well as reading ability, influence sixth-grade students' performance on error detection tasks. (MM)

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by…