The aim of this study, in which one of the qualitative research approaches, the case study design, was used, was to remedy reading problems and develop reading skills in a fourth grade primary school student with sound, syllable and word recognition exercises. The study covers 38 lesson periods in the autumn term of the 2018-2019 academic year.…

Many high school teachers and administrators think that reading instruction belongs in the lower grades. But according to the National Assessment of Educational Progress, only 31% of eighth graders read at or above the proficient level, which means that many are entering high school unprepared for its advanced textbook reading and language…

In face-to-face instruction of "Reciprocal Teaching (RT)", students' reading processes and dialogues with their peers are hardly observed. As a result, the teacher has few clues to identify students' learning difficulties and provide further scaffoldings. To record students' reading processes and enhance their comprehension, this study reports on…

Provides references to improve oral reading. Presents a diagnostical and remediable disability and diagnostic techniques for assessing rate and prosody. Describes remedial strategies for the use of reading teachers and clinicians which have been found to be effective in improving oral reading fluency. (MG)

This presentation will report on a cluster randomized evaluation of a small-group computer-assisted tutoring program for struggling readers, called Team Alphie. Using computers and DVDs to supplement instruction, regular and supplementary teachers (usually special education, ESL, and Title I teachers) are able to integrate their efforts,…

Describes six strategies for implementation in a reading remediation program for dyslexic children. Provides an example and rationale. Discusses reading difficulties most often found in dyslexic children. (RS)

Describes how the author worked with one struggling reader to help him learn to make balanced and consistent use of different cues for word identification (graphophonic cues, how words look, grammatical appropriateness of words, sentence meaning, or background knowledge). (SR)

Examines the effectiveness of self-questioning and summarization instruction on adult poor readers enrolled in adult education programs. Demonstrates the benefit of teaching text comprehension strategies to adults who are poor readers. (RS)

Describes and evaluates a remedial reading strategy--assisted reading--which uses a motivating series of popular children's books to improve the performance of remedial readers. (MM)

Describes an instructional process used in a college developmental reading class (as well as with upper-level classes) that promotes the development of active, engaged readers who constructed meaning through social interaction with fellow classmates. Describes how this strategy was applied to segments of "Night" by Elie Wiesel. (SR)

Presents a satirical view of the current literature on reading. Suggests that reading therapy inundates the student with theoretical constructs. (ARH)

Examines the behaviors of children and their teachers across repeated readings of the same text across several Reading Recovery lessons. Finds increased monitoring, error detection, self-correction, and fluency. Finds that teacher interventions decreased and changed in substantive ways. (RS)

Compares the effectiveness of reading practice using computer software with practice using text-based materials in four community college developmental-reading classes. Indicates there was no significant difference in reading-gain scores between computer-assisted practice groups and text-based practice groups. Contains 13 references. (VWC)

Remediation programs have helped some struggling children learn to read and write. However, they have not been helpful to all students. Educators need to search for more effective ways of reaching even more learners. Recently there has been more focus on preventing early school failure. Researchers agree that if instruction for struggling students…

A study investigated the effectiveness of a listening program using the reciprocal teaching procedure and the direct instruction model. Subjects, 95 9- to 11-year-old students from 6 special schools for children with learning disabilities, were chosen based on their very low scores on a decoding test, low scores on a reading comprehension test,…