Replies to an article in this issue that responded to an earlier article ("On Balanced Reading") by this author. Argues that Welna's unbalanced coverage of research and critique is the very fuel that continues the Reading Wars. Argues that a study of past and present research can lead the profession to common ground. (SR)

Survey of teacher attitudes toward reading instruction at the primary level provides several ideas for improving reading programs. (RB)

The purpose of this study was to determine the effectiveness of the Distar Reading and Language Program as a method for beginning reading instruction. The subjects in the Distar group were 24 prekindergarteners, 60 kindergarteners, and 68 first graders. There were 24 children in the control prekindergarten group, 61 in the kindergarten, and 72 in…

This report discusses a program to increase student self-esteem in order to improve student reading achievement. The targeted population consisted of students in grades first, second, and third. The study took place in the northwestern suburbs of a large metropolitan area in Illinois. The problems of low self-esteem and low reading achievement…

Investigates children's reading strategies and progress when a meaning-based approach to reading instruction was implemented in a first-grade reading classroom. Describes the design of a reading program in which the teacher introduced totally predictable books, literacy-related centers, and minilessons in context on selected letter-sound…

Describes a 12-week peer tutoring reading program for primary students. Students showed significant reading gains when compared with a control group, but lost these gains when they returned to individual silent reading. Concludes that peer tutoring is an under-utilized but valuable teaching strategy. (Author/LS)

Describes a Reading Recovery case study involving a first-grade student who was at risk for learning how to read and write. Notes that this student learned to read strategically and was accelerated to the average band in her classroom after 81 Reading Recovery lessons, without first knowing the alphabet. (SR)

Compares teaching emphasizing story meaning (major plot elements) with teaching emphasizing surface features of language (word analysis and accurate reading). Finds an emphasis on story meaning led to superior performance on an array of outcome measures. Finds differences especially notable for children in low and average reading groups. (SR)

Focuses on the relationship between the development of segmental awareness and dyslexia. Finds that students in two training programs that taught the skills required to use phonemes performed as well as normal readers on phoneme segmentation tasks. Notes that the improvements were correlated in dictation but not in reading. (RS)

Investigates effects of paired reading on reading fluency and reading accuracy of four English-as-a-second-language (ESL) students with limited English proficiency. Shows that the students benefited from the paired reading intervention and demonstrated steady improvement in reading fluency and accuracy. Indicates that paired reading can serve as a…

A study examined the effectiveness of Reading Recovery programs at 36 Department of Defense Schools (DoDDS). Annually, approximately 500 "below grade level" students are given the opportunity to become independent readers through this program. Major findings are: (1) Reading Recovery students significantly outperformed students not in…

An action research project described a program for improving reading skills and comprehension through the use of parental involvement. The targeted population consisted of primary students located at four different sites in Northern Illinois. The problem of low reading achievement was documented through data revealing a large number of students…

Presents research indicating that peer tutoring resulted in reading achievement gains for both the tutors and tutees, but tests of self concept gains were not significant. (RB)

Describes two aspects of reading theory: a reader's background knowledge and the organization of text events and ideas. Illustrates how these aspects were applied to instructional design and discusses the results of this application. Includes recommendations on how to apply background knowledge and to create more comprehensible texts. (RDN)