Seventy Cleveland, Ohio, inner city adult illiterates, 33 from an experimental group and 37 from a contrast group, were studied to determine the efficiency and effectiveness of Words in Color or the Morphologico-Algebraic approach to teaching reading. Results indicated that the reading achievement gain of functionally illiterate adults taught by…

A total of 138 middle-class first graders in two parochial schools were studied to determine whether a phonics reading approach was superior to a contextual reading approach in reading achievement, whether auditory learners achieve in reading to a greater extent than visual learners, and whether auditory or visual learners achieve in one program…

The main purpose of this study was to measure the effectiveness of two different methods of instruction on community college students' achievement in the mechanics of composition (capitalization, punctuation, and grammar/usage) and spelling. This study was also concerned with changes in self-esteem, attitudes toward the method used in each plan,…

This study represents a segment of an evaluation of the effects of two diametrically-opposed instructional strategies on inner-city kindergarten children who had varying preschool experiences. The child- and parent-oriented "enrichment" approach was used in one school while the teacher- and goal-oriented "direct instructional"…

Through analysis of data collected during the third year of the San Antonio Language Project (1966-67), this study attempts to evaluate the effect of three treatments on reading achievement: intensive oral-aural English instruction (OAE); intensive oral-aural Spanish instruction (OAS); and non-oral-aural instruction (NOA). It involved two sample…

Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No…

Describes how principals provided critical support for applications of the Reading Style Inventory to reading programs in five schools. These efforts resulted in significant improvements in reading achievement and interest among students. Suggests six practices principals can follow to help ensure success. (PGD)

A case study analyzed Connecticut's state-level and district-level policies and practices related to its high level of reading achievement. Data from the National Assessment of Educational Progress (NAEP) and Connecticut's statewide test were analyzed; state and local policies were identified through interviews. Results indicated: on the 1998…

This document comprises the entire output for the journal for 1998. The first article is in the form of a modified excerpt from an article by Donna I. Ali of the University of Calgary on "Multiple Intelligences and the Writing Process: Some Implications for Teaching." The article investigates why writing is difficult for some and easy for others,…

Whether text comprehension strategies could be taught to children with poor decoding and reading skills was studied with 428 fourth graders (poor readers) and 167 students from schools for the learning disabled. Clear benefits of training were apparent at posttesting, but maintenance test performance did not show prolonged benefits, suggesting a…

Examines the effectiveness of a skill-based individualized reading program on the reading achievement of adults and adolescents of low reading ability. Finds a significant improvement in reading skills. Notes that the outcome was replicated in two separate experiments across two different populations. (RS)

Two Hispanic-American first grade girls were studied for one year by naturalistic and qualitative methods. The child for whom the teacher had low expectations did very well at reading, whereas the child of whom more was expected did less well. Why this occurred is discussed. (SLD)

Teacher implementation of the Accelerated Reader Program is as widespread as it is diverse in terms of classroom and campus application. This manuscript highlights the findings of an informal, pilot study that examined four categories regarding the Accelerated Reader Program. The categories include: (1) assessment; (2) aesthetics and text…

This study examined the relationship between creative teaching and elementary students' achievement gains. Forty-eight upper elementary school teachers' classroom instruction was observed and evaluated over the course of 8 different lessons throughout the year. For each teacher, during each lesson, both a creative teaching frequency score and a…

The effects of strategy fading and progress feedback on children's achievement outcomes were investigated. Forty-four fifth graders with reading-skills deficiencies from 2 elementary schools received instruction on locating main ideas. Children were taught and verbalized a strategy, and some faded the verbalizations to inner speech. Half of the…