Describes the Arkansas Comprehensive School Reform Model, which focuses on staff development and a collaborative support system for teaching reading in the elementary grades. Reports that preliminary results indicate an average increase of at least 20% on standardized testing scores for students in model classrooms. (NB)

Describes a six-trait reading model called the TRAITS of an Effective Reader that provides a reading assessment framework for classrooms, schools, and school districts. Explains trait-based reading assessment and discusses the six traits that make up this model: conventions, comprehension, context, interpretations, synthesis, and evaluation. (NB)

To provide the first interstate quasi-experimental assessment on the power of content integration in building reading skills, the authors studied the effects on reading comprehension of GeoLiteracy--a K-8 package of 85 lessons that teaches geography in the context of practicing reading and writing skills. Ninety-six third through eighth grade…

Due in part to conflicting opinions and research results, the practice of sustained silent reading (SSR) in schools has been questioned. After a frustrating experience with SSR, the author of this article began a data-driven decision-making process to gain new insights on how to structure silent reading in a classroom, including a comparison…

A study ascertained the degree of relationships between scores on each of various reading subskills and overall reading success. Reading subskills were measured by locally developed reading skills tests. Overall reading success was measured by the reading subtest of the Iowa Tests of Basic Skills (ITBS). In each of three southern Indiana school…

Reflecting the large amount of evidence linking children's progress in learning to read to their phonological awareness, this manual presents a program of phonological and phonological linkage activities, a set of reproducible record sheets, and 54 picture sheets used in the program. After an introduction and guide to the program, the manual…

The Phonics Demonstration Project was developed through the Ohio Department of Education as a means for introducing systematic, direct phonics instruction in the primary grades. Twenty-one Ohio school districts participated in the program. Initial year evaluation of the project focused on whether systematic, intensive phonics instruction was being…

A practicum was developed to improve the inferential comprehension, the textual and functional skills, and the overall attitudes toward reading of fifth-grade students. A target group of six students in a private school who were deficient in these skills was established. The practicum contained basic strategies for improving reading skills and…

Various strategies for improving student reading abilities in the social studies are examined. (DE)

Reviews materials in the Educational Resources information Center to be used for instructing junior and senior high school students in increasing their study skills, reading comprehension, and critical reading and thinking. (Author)

Indicates that Sustained Silent Reading (SSR) is not superior to other methods used to increase reading skills. (RB)

This project provided individual and small group remedial reading instruction to pupils in 14 alternative high schools in New York City. Students were assigned on the basis of a minimun of two years retardation in reading skills as determined by standardized reading achievement test scores, recommendations of guidance counselors and staff…

This document presents a description and evaluation of the Skills Remediation in Reading for Optional Assignment Program (TOPS) conducted for 4,569 students in 27 high schools in New York City. The participants were Title I optional assignment students in grades 9 through 12, whose reading ability was a minimum of two years below grade level based…

A REVIEW OF THE LITERATURE RELEVANT TO THE PROBLEM OF PURPOSEFUL READING AND COMPREHENSION REVEALS THE NEED TO HELP CHILDREN ESTABLISH A MENTAL SET OR PURPOSEFUL ATTITUDE PRIOR TO READING. TO EVALUATE A THOUGHT-DIRECTING QUESTION AS A PURPOSE PRIOR TO READING AT DIFFERENT LEVELS OF DIFFICULTY, 279 SIXTH GRADERS FROM THREE SCHOOLS IN HAMMOND,…

This study investigated the effects of hypnosis on the learning of reading skills and academic skills. The general hypothesis was that hypnotic suggestions related to the curriculum of a course for improvement of academic and study skills would facilitate students' academic skill learning. Ninety-three male and female students enrolled in a course…