This report describes strategies for increasing levels of interest in reading for enjoyment. The targeted population consisted of first, second, and third grade students in three elementary school districts. The schools were located in middle class and affluent suburban communities of a large city in the Midwest. The problem of lack of interest in…

Quality sequence for each student in reading instruction is vital. If "learnings" to be acquired are not sequential, then a student might well face difficulties in learning to read well. Some of the problems in reading instruction may be inherent in the basal textbook being used, and sometimes, problems of reading instruction reside…

This bibliography, developed by Project RIMES 2000 (Reading Instructional Methods of Efficacy with Students), lists approximately 225 materials for teaching early reading and spelling to students at risk for reading and spelling failure. Materials are presented alphabetically by title. Entries usually include a grade level indicator, a brief…

The purpose of this digest is to review various interpretations of balanced reading instruction and to explore the relationship between this instructional approach to beginning reading and state reading standards. Sections of the digest address what balanced reading is, offer examples from classroom practice, and discuss reading instruction and…

Discusses the importance of speech skills as antecedents to learning word perception skills in beginning reading. (RB)

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

Establishes a developmental perspective for using caption books (picture books with short language captions closely related to simple pictures), then details how the books can be used in the classroom. (FL)

Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)

Presents results of a research project concerning beginning reading instruction in 16 countries that use an alphabetic language system. (FL)

Examines requests and responses of first-grade children in peer reading groups and concludes that children differ in the variety and complexity of their requests. (FL)

Describes the development of a program that used fantasy characters and images to improve the spelling of children. (FL)

Describes an instructional technique for expanding children's vocabulary that embodies the principle that learning involves relating new experiences to what is already known. (FL)

Presents theoretical assumptions and a practical guide to creating a reading program based on thematic units. (FL)

Provides a number of techniques that teachers can use to teach concepts, fluent reading skills, and analytical thinking through basal reading series. (FL)