The Common Core State Standards (CCSS) fulfill a longstanding goal of ensuring that all students, regardless of ability, are college and career ready upon graduation. Students who meet the expectations of the standards are able to comprehend complex text closely and extract meaning and information from it. They are close readers, delving into…

The purpose of swimming is to travel safely through water; the purpose of reading is to construct meaning. Both skills require perseverance from the student and patience from the teacher. Not having the necessary swimming skills may result in tragic consequences. Not having the ability to read and understand text--although probably not fatal--will…

Examines the relationship between reading ability and spelling proficiency, assesses the predictability of English spelling, and suggests ways in which the teacher of reading can encourage spelling accuracy. (KS)

Two experiments evaluated a program for establishing phonemic segmentation in 16 moderately retarded children, aged 6-19. One assessed whether failure to isolate final phonemes of Consonant-Vowel-Consonant words was due to task requirements or inadequate understanding of task demands. The second evaluated effects of time-based stimulus…

''Sometimes the teacher will say, 'Read to the bottom of the page,' and I try but I fall behind. Then she asks questions and a whole bunch of kids can answer the questions but I can't. I try to keep up with everything but it's really hard. Sarah; 6th grade social studies student''. This paper presents the results of a review of the research into…

Defines the set of characteristics known as cognitive style, suggests how these traits possibly influence reading behavior, and cites some of their ramifications for classroom reading instruction. (FL)

Describes six advantageous uses of the cloze stencil in the classroom. (HOD)

Presents the educational rationale for differentiated reading programs for gifted students in reading. Describes gifted readers, delineates general features of differentiated programs, and presents specifically recommended models of reading programs for the gifted. (RS)

Various strategies for improving student reading abilities in the social studies are examined. (DE)

Provides a humorous look at remedial reading strategies by proposing a method of upside-down reading for remedial reading teachers to use with poor readers. (MG)

Provides suggestions for teaching students to read in mathematics classes. (RB)

Characterizes the intermediate second language learner, taking into account the Gestalt nature of language. (HOD)

Claims that teaching reading is one of the responsibilities of social studies teachers and suggests that teachers can incorporate reading into their regular instruction by knowing reading levels of student and textbooks, providing supplementary reading materials, and working with reading specialists. Journal available from The Social Studies…

Reviews recent research on metacognition and presents some implications for its use in the classroom. (FL)

Reading social studies content presents situations in which selected pupils have not been as successful in learning as they might have been. Fast learners may find the content exceptionally easy to read, thus learning does not become the challenge it should be. Slow learners may find the content too difficult to comprehend. There are a variety of…