This study utilized a systematic review methodology to explore best practices in improving reading fluency. The literature was searched to determine how the current curricular trends of technology, phonemic awareness and phonics, independent reading, and complex text and vocabulary can improve reading fluency in K-12 students. Potential studies…

In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a…

In 2000, the National Reading Panel report identified five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Yet a new study of university-based teacher preparation programs finds that few cover these components, leaving teachers without research-based expertise. (Contains 2…

Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized…

This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

Reviews the distinction between phonic generalizations and letter-sound correspondences and the research examining their usefulness. Discusses implications from that research regarding the teaching of letter-to-sound relationships to secondary school students. (FL)

This report provides an informal discussion of observations conducted in twenty-three classrooms in six schools. Observations focused on instruction in reading comprehension in grades three through six. The report also comments on comprehension instruction, on the teaching of word meanings, phonics instruction, and on the presence of extra…

In this practitioners' guide, a recognized reading expert explains how educators, parents, and concerned citizens can spot ineffective reading programs that may hide under the "scientifically-based" banner. Although the term "whole language" is not commonly used today, programs based on its premises remain popular. These…

Analysis of the Rinsland vocabulary list indicated that while the list was dated, it was more than adequate for purposes of classroom instruction. (RB)

In an investigation of the degree to which children learn associations in the direction opposite to the one in which they were taught, 20 preschool children were instructed in letter-sound correspondences in one of two ways. One group was presented with the letter symbol and asked to produce the sound, while the other group was presented with the…

Contains contributions dealing with the following: (1) teaching short vowels, diagraphs, and consonant blends; (2) affective planning in reading instruction; (3) phonics; (4) integrating reading and science instruction; (5) vocabulary; (6) story structure in children's book choices; (7) preventing summer reading loss; and (8) writing assignments…

Studies beginning readers' response to phonological skills using specific computer programs. Observes three different training programs: training in blending separate letter sounds into words using computer programs; training in vocabulary also using computer programs; and training provided by teachers performing activities to promote phonological…

This is the first research handbook to address all dimensions of diversity that have an impact on literacy achievement. Leading experts examine how teaching and learning intersect with cultural and language differences and socioeconomic disparities in today's increasingly diverse schools and communities. The volume weaves compelling research…

An experiment was developed under the assumption that learning about word families could help ease the introduction of short vowels to first grade students. The hypothesis was that teaching the word families would increase students' reading vocabulary, in contrast to the learning acquired by students taught only phonetic analysis. The control…