This paper is based on a study of the Success for All (SFA) reading program at two Mississippi elementary schools. In particular, the study investigated whether SFA was being implemented as advocated by its developers, students' reading scores on standardized achievement tests, how the program was monitored, attitudes toward reading, and what key…

Presents a study to determine whether a portion of curriculum time devoted to a quiet reading practice period could improve reading comprehension as effectively as time devoted to direct instruction during one month of daily reading practice. (TO)

Research findings are cited that explain how reading comprehension is a complex process involving the coordination of multiple factors and provide a basis for instructional methods to improve children's reading comprehension skills. (MLF)

Reviews research showing that the SQ3R study method does not appear to be more effective than either traditional study techniques or the students' own methods of study. (FL)

Reports that techniques that enhanced the quality and quantity of parents' communication with the school were found to improve children's short-term reading performance. (Author/FL)

Chronological review of various studies from the past 50 years on the effectiveness of methods for teaching reading, conducted to devise criteria and implement methods for greater reading achievement. (HTH)

Data from the National Assessment of Educational Progress suggest that at the nine-year-old level certain groups, especially blacks, have shown a significant improvement in their reading scores. (HOD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

Presents data from a family literacy program, called the Toyota Families for Learning Program, and compares it to data from programs that focus primarily on adults or on children, but not both. Discusses outcomes for adults, and outcomes for children, and finds results to be promising but not definitive. (SR)

Finds that the number of books and the amount of time treatment group children read and/or were read to by family members significantly increased over no-treatment comparison children, especially for boys. (RS)

Focuses on the development of and research into well-articulated models of reading fluency instruction that make fluency an integral part of the regular reading curriculum. Brings to light ways in which reading fluency instruction can be made an important part of and an achievable goal for the general reading curriculum. (SR)

Investigates whether a freshman reading improvement training program will produce gains in reading rate (normal reading rate, not skimming). Finds positive results for the program. (SR)

Concludes that poor readers' word identification skills can be improved by practice in phonological decoding through pseudoword reading, provided that training is carried out under conditions of limited exposure duration. Suggests that training without time pressure has negative effects. (RS)

Describes a case study that focused on the influence of the family's literacy interactions on all family members. Describes how, once the student learning to read (a 47-year-old father and grandfather) invited the family to take part in his learning, his reading improved, and the frequency and nature of family interactions changed. (SR)

Presents results of a cross-sectional study of a sample of Year 2 children in reading. Finds an improvement in the attainment level of children in 1992 compared to 1991. Concludes that there is a need to view apparently rising standards in England, as measured solely by the Standard Assessment Task results, with a degree of caution. (PA)

States that 46 children aged 12-16 were shown a page of meaningless text covered with plastic overlays, including 7 that were various colors and 1 that was clear. Explains that each child selected the overlay that made reading easiest. Notes that children who read with a colored overlay complained of visual discomfort when they read without the…