Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g.,…

Examines the utility of teaching reading using rime-based reading strategies with prereaders. Measures rhyming, phoneme identity, letter-sound knowledge, phonological working memory, First Nations language speaking ability, and reading. Concludes that progress in phonological awareness and word reading can be enhanced in prereaders by adding…

Explores the effectiveness of "word boxes" phonics instruction on beginning first-grade children's word identification and spelling performance. Finds that children in the word boxes condition significantly outperformed children in a more traditional phonics condition. Indicates that word boxes lessons can be a viable phonics approach to…

This monograph presents information about Reading Recovery, describes the latest research concerning the program, and summarizes practical experience concerning the implementation of this innovation in reading instruction. Chapter 1 presents a general description of Reading Recovery instructional procedures. Chapter 2 contains three case studies…

A study involving 195 Hispanic and non-Hispanic students (grades K-2) with reading difficulties found that children who received supplemental reading instruction that taught basic decoding and comprehension skills for two years performed better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading…

Investigates the effectiveness of instruction in story mapping as a means to promote first-grade students' comprehension of central story elements in children's literature. Concludes that instruction in story mapping is an effective instructional strategy for promoting first-grade students' ability to identify central narrative elements in…

Describes "Start Making a Reader Today" (SMART), a volunteer tutoring program that helps K-2 students at risk of reading difficulties. Finds that the program improved students' word reading, reading fluency, and word comprehension, though level of performance at end of second grade was still much lower than that of average-achieving…

An 8-month study tracked 166 second graders of various ethnic backgrounds in an urban setting while they were being motivated to read through a literature-based reading and writing program. The classrooms in which the research was conducted used basal readers and did not have well-designed literacy centers. Collaboration was not an integral part…

Investigates the effectiveness of a direct instruction model for teaching children to comprehend anaphoric relationships. The results provide further support for the efficacy of a direct instructional model for teaching children reading comprehension skills. (HOD)

This study compared peer-assisted reading instruction, small-group teacher-directed reading instruction, and typically undifferentiated instruction for struggling first-grade readers. Results suggested that both peer-assisted and small-group teacher-directed instruction enhanced reading performance of struggling readers more than typical,…

A study evaluated the effects of supplemental reading instruction for 256 students in kindergarten through Grade 3 (158 Hispanic). Children who received the supplemental reading instruction performed significantly better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension after 15 to 16…