Investigates the effectiveness of study guides (called Expository Passage Organizers) in improving sixth graders' reading and writing. Finds that such study guides, which highlighted the structures of textbooks, made a significant and positive difference in reading and writing performance. (SR)

Observes a fifth grade classroom where students were heterogeneously grouped for reading to see how the teacher organized and managed this type of grouping. Examines the effect on students' reading. Includes a description of the teacher's plan and outlines factors contributing to the success of the plan based on observation and student reports.…

Suggests that the essence of whole language is students developing literate voices. Discusses a seven-month partnership in which the authors participated in and reflected on literature discussions with small groups of fourth graders. Explores how literate voices are developed in real classrooms. (RS)

Investigates, in a pilot study, the range of reading experiences offered to British junior level students. Finds that quiet reading periods (although brief and frequently disturbed) and the sharing of texts were common features in the classrooms observed. Finds a wide range of reading experiences in some cases but aimless and superficial reading…

Compares the effects of two prereading instructional treatments on students' comprehension of narrative and expository texts. Indicates that the teacher-directed condition is more effective than the interactive condition at promoting comprehension, and that both treatment conditions are superior to no prereading instruction at all. (MG)

Presents a case study of a fourth-grade boy who was an active, intelligent boy who was not coping well with reading and writing in school. Discusses observations of, and conversations with, the boy and his parents in their home. Demonstrates the importance of educators' having a family perspective on students' language and literacy development.…

Compares readability levels of the recreational reading books selected by fourth graders. Finds that the students chose books from their school libraries and read (or chose not to read) books on all their reading levels. Concludes that students read books related to their interests, regardless of the book's readability or the student's reading…

Evaluates five less-skilled readers in grades five and six. Uses a word-meaning acquisition task before and after instructional intervention to assess the effectiveness of students' process of deriving word meaning from context. Concludes that all five students improved on every component of the task. (SC)

Discusses the importance of early intervention and the necessity of providing support for at risk first graders to circumvent the cycle of failure that, once begun, persists. Presents a study comparing the effects of tutoring fourth graders by a trained prospective teacher and an untrained college athlete. Finds no significant difference in…

Suggests that literature circles can provide a stimulating and motivating method of teaching reading, and they help increase student reading performance as measured on a criterion-referenced test. Notes that when students participate in literature discussion groups their reading level and motivation can increase. (SG)

Synthesizes the case study of one struggling fourth-grade reader who participated in a semester-long, literature-based, e-mail collaborative with a pre-service teacher. Explores the nature of this e-mail partnership. Suggests that the authentic, social nature of e-mail serves as a motivating literacy event for the fourth grader. Discusses…

Two theoretical perspectives are woven together to frame an approach to classroom reading instruction. Viewing reading instruction from a literary perspective and a psychological perspective has the potential to help students understand the distinctions between different text types and the various purposes for reading--information, enjoyment, and…

A study examined whether implementing reading computer assisted instruction compared to traditional reading instruction will produce more effective comprehension at the elementary school level. Subjects, 30 fifth-grade boys and girls in a low socioeconomic area of Brooklyn, New York, were divided into experimental and control groups. Subjects in…

A pilot study examined to what degree answers that students supply on basal reader workbook pages are integrated with understanding the words in the story or with understanding the story itself. The sample consisted of 27 workbook pages from 5 fourth-grade basal reading programs with a 1989 copyright date. Two simple content analyses were applied…

A study examined whether informed training and computer mediated text improved reading comprehension levels, whether computer mediated text is effective when it is preceded by informed strategy training, and whether informed strategy training leads to higher levels of metacognitive awareness and more frequent use of computer assistance options.…