The purpose of this study was to investigate the efficacy of a state-mandated remedial reading program in grades ten through twelve by determining if significant differences existed in student reading achievement growth, attitude, and opinions with regard to school, sex, and grade. The population consisted of 137 students completing a one-semester…

This study attempted to evaluate the effects on pupil performance of three and four years of intensive oral language instruction in English or Spanish. The subjects were disadvantaged third and fourth grade Mexican-American children who had been members of experimental classes since first grade in the San Antonio Language Research Project. The…

Based on response categories of the Classroom Activity Recording Form, instructional behaviors of 30 teachers of mildly retarded and learning disabled elementary students (N=122) were used to predict reading achievement gain on the California Achievement Test. Time spent in teacher questioning was the single best predictor of achievement gain.…

Kentucky's school reform accountability goal of each school reaching an academic measure of "proficiency" by 2014 illuminated the findings in recent statewide reading test scores: 44.30% of middle and 71.25% of high school students scored below "proficient." The research question for this exploratory, descriptive study was,…

Kindergarten and first grade represent a time of rapid growth and learning for children. During these years, children acquire the reading knowledge and skills that prepare them for future schooling and life. Until recently, little national data have been available on young children's reading skills. The Early Childhood Longitudinal Study,…

Data from the Texas Assessment of Academic Skills (TAAS) were used to explore how learning environments within bilingual classes where students perform very well on the Spanish version of the TAAS are shaped by forces surrounding the TAAS and how this shaping process affects teachers. Four elementary schools were selected based on the high…

A study examined a program entitled "Summer Opportunity to Accelerate Reading" (S.O.A.R.), which provided early intervention to accelerate literacy learning for at-risk students completing kindergarten through grade 2 in 2000-01. Subjects were 2188 students enrolled in 12 S.O.A.R. campuses. Ethnicity was diverse with 58% Hispanic…

An extensive case history of instructional environment and acquisition of reading skills by 50 first-grade students in ten classrooms indicates that the rate at which students mastered decoding depended on classroom instruction with direct instruction appearing most profitable for children from low-socioeconomic backgrounds. (MKM)

Reanalysis of data on 154 British Columbia teachers and 2,533 third-grade students, drawn from the 1990-91 Reading Literacy Study of the International Association for Evaluation of Educational Achievement. Despite British Columbia's reputation for whole-language reforms, teacher approaches to reading instruction were eclectic and unrelated to…

This study compared peer-assisted reading instruction, small-group teacher-directed reading instruction, and typically undifferentiated instruction for struggling first-grade readers. Results suggested that both peer-assisted and small-group teacher-directed instruction enhanced reading performance of struggling readers more than typical,…

Implemented the Orton-Gillingham and TouchMath systems of instruction to improve language and mathematics skill development among at-risk rural first graders. After 2 years of intervention, participating students showed marked improvement in reading scores, and those considered at risk for reading and mathematics difficulties at the beginning of…

Tells a first grader's story of his struggles learning to read in a traditional school setting, where he experienced significant reading anxiety, and highlights the ease with which he learned to read at home and in the community as he proceeded through his day. (SM)

Delinquents (n=116) with reading disabilities were given daily multisensory (Orton/Gillingham approach) remedial reading instruction or regular reading instruction. One year after release, the treatment group had made significantly greater growth in reading and had a significantly lower rate of recidivism. (Author/DB)

This examination of reading in New Zealand classrooms found that deaf children (n=45, ages 5-10) spent very low amounts of time engaged in reading and were subjected to teacher interactions that may inhibit the development of meaning-based reading skills. Case studies showed that more time spent reading led to greater reading achievement.…

The National Assessment of Educational Progress (NAEP) has regularly assessed the reading skills of U.S. fourth-graders since the early 1970s, but few national studies have assessed the reading skills of children when they enter kindergarten and then documented the development of these skills through fifth grade. This analysis uses data from the…