Describes an early intervention reading program in Gentofte, Denmark, that is designed to maintain rather than remediate reading skills. (FL)

Reviews remedial reading programs at the secondary level in the six areas of Australia. (HTH)

Presents results of a cross-sectional study of a sample of Year 2 children in reading. Finds an improvement in the attainment level of children in 1992 compared to 1991. Concludes that there is a need to view apparently rising standards in England, as measured solely by the Standard Assessment Task results, with a degree of caution. (PA)

States that 46 children aged 12-16 were shown a page of meaningless text covered with plastic overlays, including 7 that were various colors and 1 that was clear. Explains that each child selected the overlay that made reading easiest. Notes that children who read with a colored overlay complained of visual discomfort when they read without the…

Describes how students in a history course for developing college readers assumed the investigatory role of a parliamentary committee to study the impact of industrialization in nineteenth-century Britain. (SR)

Evaluates use of Paired Reading (PR) technique with 1st grade children and their parents in Brazil. Paired Reading children were significantly superior in comprehension on the post-test compared to the control group. The results indicated that the intervention helped alter the conceptualization, ethos, and practices of education in the home. (JDM)

Describes pilot research that informed the early stages of development of the Catch Up Programme, a literacy intervention designed for children who are behind with reading at the start of Year 3 (7- to 8-year-olds). Finds a considerable increase in pupils' reading ages across a 10-week period. Finds similar results in another small study. (RS)

Explores the relation between preschool phoneme awareness and initial reading development. Confirms a significant impact of functional letter knowledge on the length of the foundation period and on later reading development. Argues that phonemic awareness is an indispensable catalyst in the development of initial word processing ability. (SG)

The Plaut, McClelland, Seidenberg and Patterson (1996) connectionist model of reading was evaluated at two points early in its training against reading data collected from British children on two occasions during their first year of literacy instruction. First, the network's non-word reading was poor relative to word reading when compared with the…

Reflecting the large amount of evidence linking children's progress in learning to read to their phonological awareness, this manual presents a program of phonological and phonological linkage activities, a set of reproducible record sheets, and 54 picture sheets used in the program. After an introduction and guide to the program, the manual…

Details the methods used in a program designed to counsel parents of poor readers, including suggestions for ways parents can help their children with reading and for teaching methods they might use. Recent research findings concerning the effectiveness of educational counseling for parents are also presented. (FL)

One of the major educational reforms being undertaken in the USSR today is that of improving student reading ability at the elementary and secondary levels. The proposed system for teaching reading is discussed. (RM)

Examined whether children with reading problems could be taught to use multiletter patterns in word decoding. Testing used practiced words and similar and dissimilar nonpracticed words. Found that all types of practice were beneficial for the recognition of practiced words transfer to the reading of novel words appeared only when graphemic and…

Examines the relationships among phonological awareness, phonological memory, and development of reading skills in a longitudinal study, by following 222 Finnish preschoolers through grade 2. Focuses on the role of phonological memory in word recognition and comprehension. Underlines the stability of development of phonological memory,…

Four children with cerebral visual impairment caused by periventricular leukomalacia were followed for two years during their process of learning to read in mainstream classes. Two of the children were offered both Braille and print reading as reading media. The other two children read ordinary print without special teaching. Differences in…