The Ontario Human Rights Commission's (OHCR) "Right to Read Report" calls for school districts to implement early literacy interventions that have been scientifically proven to be effective for young children with reading difficulties. The acknowledgment of early intervention as an essential service for young children experiencing…

Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…

Determining word meanings that ought to be taught or introduced is important for educators. A sequence for vocabulary growth can be inferred from many sources, including testing children's knowledge of word meanings at various ages, predicting from print frequency, or adult-recalled Age of Acquisition. A new approach, Word Maturity, is based on…

Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical…

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found…

Presents research findings about the development of metalinguistic awareness (MLA) in young children. Discusses MLA and reading readiness, and the implications for beginning reading instruction. Suggests various reading methods which allow children with both high and low levels of MLA to develop literacy. (MM)

A survey of Canadian and United States reading education faculty was conducted to find out if there was a consensus as to the "classic" works in the field of reading research. The questionnaire included a brief definition of "classic study" and invited respondents to list works under five general headings: (1)…

Discusses research about how Newfoundland dialect interferes with reading and spelling instruction and how teachers' attitudes toward dialect affect student language learning. (RL)

A study was conducted to evaluate the level of difficulty of textbooks (French and Sciences) written in French for use with sixth grade students. A cloze test was administered to a sample of sixth grade students in two francophone districts in the province of New Brunswick, Canada, and the Henry readability formula was applied to the same texts.…

Describes the interactive literacy learning process in the home context, and compares this with the literacy interaction between the child and the kindergarten teacher. Concludes that children's literacy growth is a result of literacy activities in the home rather than a result of activities in the school. (MM)

This annotated bibliography on reading education consists of 131 abstracts of Canadian masters' theses in the areas of reading instruction, reading research, and reading achievement. The masters' theses included in this document, completed at 14 Canadian Universities during a fifty year period from 1922 to 1972, are arranged in alphabetical order…

In a study to explore cognitive growth related to repeated listening to a story, the following questions were considered: (1) Do first grade students' recall ability and comprehension improve with repeated oral retellings of a story? (2) Is the students' recall ability related to their comprehension ability? and (3) Do the patterns of recall…

Reporting on small-scale classroom research projects dealing with diverse aspects of literacy, this collection of 13 research reports from Canada emphasizes common themes. These themes are: the need for parental participation in literacy and numeracy development, the beneficial effects of tutoring, the need for a wide and varied classroom…

Evaluates Moira Juliebo's research report (same issue) on early literacy development. Asserts that basic concepts and attitudes toward literacy, reading, and writing must be reformulated, focusing on what "non-readers" know and can do in interactions with print rather than on what they can not do. (MM)

Used paired comparison to construct a reading preference inventory based on 14 reading themes drawn from previous research. Tested it using intermediate-grade children in three Canadian communities. (FL)