The WWC practice guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of…

The WWC practice guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers…

The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John…

Argues that extra encouragement stimulates a positive self-concept among students who encounter reading difficulties and describes one student's success. (RB)

Offers an alternative to round-robin oral reading that uses paired, choral, imitative, and mumble reading. (FL)

Outlines the following teaching strategies to improve the reading fluency of beginning readers: paired reading, echo reading, mumble reading, chanting lists or stories, repeated and choral readings, memorization tasks, and phrase boundary marking. (MM)

Describes how to implement the technique called "Read a Book in an Hour" with children at the critical transition stage when they are faced with longer texts and fewer illustrations. Provides a list of books appropriate for teachers who wish to use the technique with upper primary students. (KEH)

Presents research indicating that peer tutoring resulted in reading achievement gains for both the tutors and tutees, but tests of self concept gains were not significant. (RB)

Describes a set of activities and materials using Language Master machines, combined with more traditional listening-while-reading procedures that helped emergent readers grow rapidly in reading ability and motivation to read. (SR)

Findings from a study which compared methods for improving students' (N=20) reading fluency indicate: (1) both repeated readings and listening-while-reading treatments were effective in improving reading fluency and, (2) neither treatment was superior to the other in improving reading fluency. (IAH)

This document is an English-language abstract (approximately 1,500 words) of a guide prepared by the National Pedagogic Institute for the teaching of reading and writing. The general principles in the guide will tend to unify first grade teaching methods. A brief presentation gives a description of the parts in which the guide is divided. (1)…

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)

The purpose of this study was to examine the effect of systematic instruction with cloze tasks on the reading achievement of primary grade children. The cloze procedure was selected as an instructional strategy because of the close relationship of the cloze procedure to the psycholinguistic model of the reading process. Twenty-two first and nine…

Third grade students involved in group-assisted reading made greater achievement gains in comprehension and vocabulary than did those who were given no assistance. Group-assisted reading is easy to implement and may be used to help remedial readers perform better. (JD)