A practicum was designed to remediate reading skill deficiencies of four slow third-grade learners by using computerized instruction. The major goals were to increase instructional reading levels and reading comprehension; to remediate specific reading skill area deficiencies; and to increase collaboration among resource teachers regarding…

A program was designed to improve reading comprehension of first-grade students in one school and second-grade students in another school of an urban neighborhood school district in a medium-sized midwestern city. The problem has been addressed both at the district level and the building level, although scores in reading comprehension have…

A program was developed for improving the reading abilities and student attitudes toward reading of kindergarten- through third-grade learning-disabled students in a northwest suburban elementary school community, located in northern Illinois. The problem was originally observed by the teaching staff who found students lacking in prerequisite…

A study replicated portions of the Greater Pittsburgh Literacy Council's pilot study that addressed the effectiveness of small group instruction. The study contrasted reading proficiency gain and personal goals accomplishment across two instructional modes: small group and traditional one-to-one instruction. Three group instruction sites were…

A study examined the effects of instruction in meaningful units on the comprehension and fluency of poor readers in the fourth grade. Subjects were five fourth-grade students in a northeast Georgia school classified as poor readers. Method of instruction included modeling smooth reading with appropriate junctures and good intonation. The…

"Academically disabled" adolescents (N=70) participated in a visual literacy approach to reading and writing development. The subgroup of learning disabled students significantly improved in reading comprehension and narrative and descriptive writing, while "borderline" students (intelligence quotient 70-89) improved in reading comprehension.…

Despite movements to fight illiteracy in Laos, the number of illiterates in 1997 remains around 300,000 which represents 27% of people in the 15-40 age group. Concentrated Language Encounter (CLE) techniques were adapted for teaching reading and writing in the Lao language. A pilot project implemented CLE techniques at nine pilot schools in two…

Reading skills in a Midwestern suburban school are poorly developed. Evidence of the problem includes test scores, students' inability to read directions in text as reported by the teachers of the school, and oral reading performances by the students. This action research study describes methods for increasing active strategic reading as an…

This report describes a program for increasing students' language arts skills by incorporating modeling and grade appropriate comprehension activities. The targeted population consisted of Kindergarten, 4th, and 6th grade students in a rural middle class community located in central Illinois. The problems with language arts skills were documented…

A study focused on a comparison of phonemic awareness skills between kindergarten students from English-speaking and non-English-speaking homes. The subjects, 267 kindergarten students in a major urban school system south of Boston, Massachusetts, participated in a phonemic awareness development program over a four-month period. The participants…

A balanced, systematic, instructional reading program was designed to increase word recognition in beginning readers. The targeted population consisted of first graders in an upper middle class community located in the Chicago suburbs. The lack of word recognition was documented through assessments revealing students' phonemic awareness, reading…

This program was developed and implemented to improve the reading achievement of low-performing third-grade students through the use of language arts skills and strategies. The objectives for the program were for 80% of the target group to improve their identification of sight words; demonstrate positive reading attitudes; increase pleasure…

Examines a conceptual framework for refining the notion of academic responding according to a learning hierarchy. Describes treatment components that correspond to different stages of the learning hierarchy. Reviews research on the relationship between different treatment components and student responding and makes recommendations for the practice…

Explores the validity of the reading comprehension skills distinctiveness hypothesis. Finds that results argue for a unitary or holistic view of reading comprehension and suggest increasing the time students spend in sustained reading of self-selected materials as a means for improving students' reading comprehension. (MG)

A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than fully implemented, yielded gains in reading achievement superior to gains from regular classroom…