Argues the 95 percent of all children in remedial reading classes have difficulties that effective instruction in regular classes could solve. (RB)

Uses research data to suggest a new basis for understanding gender differences in girls' and boys' achievements in reading. Argues that raising levels of attainment across the board depends on building an active reading culture in the classroom. Suggests the Literacy Hour and the emphasis on work encompassing word, sentence and text levels for all…

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Describes how one teacher helped students in her third grade class, who had below average spelling and reading skills, improve their reading achievement by using a structured, graded, multifaceted approach to spelling instruction. (ARH)

A comparison of the effects of educational counseling of parents of backward readers with the effects of specialized remedial help for such readers suggests that an interested, well-informed staff who can enlist the positive cooperation of parents can substantially reduce the problem of reading failure without elaborate specialized provisions. (GT)

Describes a 10-week reading program that paired students and parents as reading partners. Concludes that the program was successful because the children's reading scores improved measurably and parents felt the program was worthwhile. (SRT)

Offers suggestions for organizing the primary classroom to provide ideal conditions for teaching reading. (DF)

Discusses an approach to early reading instruction that emphasizes "real" books and parental involvement. Contains a list of "dos" and "don'ts" for use by parents in helping their children read. (DF)

Describes and evaluates several methods for teaching reading that can involve the parent in the child's reading development. Concludes that a program involving paired reading in its purest form is the best method. (SRT)

Describes how a remedial reading teacher, over the course of three years, helped a nine-year-old nonreader progress toward becoming a reader. Points out the importance of increasing the student's confidence, gaining his trust, and providing remedial instruction which is closely connected with other areas of the student's life. (ARH)