When Debbie Miller, educational consultant and author of "Reading with Meaning" (2013) and "Teaching with Intention" (2008) visited a Title I elementary school in Texas, the instructional reading coach was challenged in her thinking about best practices for independent reading. Ms. Miller's visit included modeling interactive…

It is common for many students with developmental disabilities to demonstrate characteristics of emergent readers beyond kindergarten and first grade, even if they are members of classes that offer many rich literacy opportunities. This article proposes a lesson frame for intensive reading instruction for students with developmental disabilities…

The main task of practice teaching of English Reading is to train students' independent reading ability and good reading habits. Extra-curricular reading of English literature and English newspapers and magazines plays an active role in improving English reading ability. The principle of selecting reading materials, the scope of selection and the…

Clausen-Grace and Kelley believe that when it comes to independent reading, the question is not whether to use it, but rather how we can implement it to get the most benefit for our students. Here, they discuss the supporting research, defuse potential problems, identify characteristics of effective SSR programs, and outline their own action…

This article focuses on a literacy approach called free voluntary reading. In schools, this approach is often called sustained silent reading, or SSR. The secret of its effectiveness is simple: children become better readers by reading, and it may be the only way to help children become better readers, writers, and spellers. Study after study has…

In this article, the authors describe the balanced literacy pilot program at Monroe Middle School in Tampa, Florida. Monroe implemented the program as part of a districtwide effort to improve student literacy. It uses a four-pronged approach to improve literacy: (1) read-alouds; (2) independent reading; (3) shared reading; and (4) guided reading.…

Describes the Young Hoosier Book Award program, which is designed to promote voluntary reading. Notes that schools across Indiana are deeply impoverished in terms of literacy resources for students and that school libraries are chronically underfunded and are in dire straits. (RS)

Describes a summer reading program for 26 remedial readers in which each student left voice-mail messages on the school district's voice-mail system, either reading to the teacher for three minutes or summarizing a book chapter. Describes the teacher's responses and parental feedback and involvement. Notes that all students maintained their…

Describes a "Saturday Reading Club" that was implemented in an urban school for early elementary school children for the purpose of promoting literacy. Notes that the literature-based project used trained university volunteers. Suggests that the club had a positive influence on children's interest in books, reading comprehension, and…

Describes the unexpected benefits of a reading incentives program in which adult volunteers listen to students' oral book reports in a one-to-one situation. Benefits include (1) oral skill development, (2) increased student confidence, (3) heightened interpersonal understanding between members of different racial groups and generations. (SA)

Outlines a major literacy initiative for urban children taking place in the Dallas, Texas Public Schools. Describes several different programs at the school district level aimed at family and community outreach, in order to create a literacy-education support system with primary care givers in the homes. (SR)

POWER (Providing Opportunities with Everyday Reading), stressing reading in the content areas, is a program for high schoolers driven by continuous improvement and teamwork. Improved test scores and enhanced attitudes toward reading result from high teacher commitment and sustained interest achieved through this teacher-led program's design. (MLH)

Intended for reading teachers, this book of articles about reading and writing was written by teachers who intended to ask new questions about reading instruction. It bases its practice on a teaching philosophy in which teachers expect their students to work together, not segregated into proficiency groups. The first section contains articles…

An extended-school program for at-risk first graders was designed to accelerate each child's progress in reading and writing over the summer. The instructional framework for the class consisted of independent reading, shared reading, interactive writing, journal writing, a spelling activity, learning centers, guided reading, and reading aloud.…