Describes a method of teaching reading skills in a second language that focuses on: (1) eliminating the student's fear of giving a "wrong answer"; (2) discouraging overuse of a dictionary; (3) teaching recognition of cognates, roots, and the use of certain prefixes and suffixes; (4) using a variety of texts; and (5) utilizing skimming, scanning,…

Discusses the problems involved in teaching reading skills to remedial readers, then offers a model for skill instruction. Provides a lesson plan that uses the model for phonics instruction. (FL)

The traditional college required remedial reading course has many shortcomings: students are stigmatized by forced placement and resent the course; dropout rates are higher; and high-risk students who take the course take longer to complete degrees and take longer to shed the high-risk label. The skills taught tend to be speed, vocabulary, and…

This report (together with a minority view and a dissenting view) presents the Reading Excellence Act (H.R. 2614). The act is designed to improve the reading and literacy skills of children and families by improving inservice instructional practices for teachers who teach reading, to stimulate the development of more high-quality family literacy…

A study investigated whether direct instruction, used as a main instruction strategy, with a concentrated curriculum, can help students quickly improve their basic reading skills. Subjects, 18 students (age 7 to 15 years) with reading problems, received individualized treatments for 3 weeks (or 12 hours). Pre-test, treatments, and posttest was the…

A study investigated whether using literature circles in the study of non-fiction improved student attitudes about reading and improved comprehension while developing self-confidence and cooperation. A purposeful sample of five students from a combined grade 5/6 class were chosen based on their negative responses about attitude and ability…

A study used 1999-2000 data from Accelerated Reader and STAR Reading to assess students' reading practice, growth in reading performance, and effects of Reading Renaissance training on students' reading development. The study included 10 schools that participated in the 1998-99 study and 27 additional schools. Data from 7876 students enrolled in…

In 1998, as part of a major 3-year Reading Initiative, the Albertson Foundation provided $24.5 million to improve the reading performance of all Idaho elementary, middle, and junior high students. The reading components of School Renaissance (SR), a comprehensive school improvement program, include Accelerated Reader (AR) learning information…

This report describes a program for improving sight word recognition and the ability to improve reading skills. The targeted population consists of a kindergarten class and a primary self-contained special education class. The schools are located in a large metropolitan city. The problem of poor sight-word recognition was documented with student…

Reports the results of a study that supports the use of cross-grade tutors reading along with poor readers to improve their reading skills. (HTH)

Analyzes the procedures used in mastery learning to determine if they are consistent with those of the skills management approach to reading instruction. Concludes that they are not. (FL)

Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

Evaluates a flash card computer program designed to increase reading decoding speed with a sample of 55 8- to 12-year-old Dutch poor readers, using a pretest-training-posttest control group design. Finds that after eight weeks children in the training group improved substantially in decoding speed on pseudowords practiced and on untrained…