Although the research base is small on adult English language learners (ELLs) who are learning English while also acquiring basic literacy, this research can still guide instructional practices. The essential components of reading skills suggests that the Language Experience Approach has the potential to integrate relevant meaning-focused reading…

Various South African and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research-based findings as the grounding for their programme design. Recommendations of some studies point to the fact that evidence-based research…

In this article, the authors state that increases in technological capabilities are enabling more students to complete schoolwork in online learning environments--in addition to and sometimes instead of traditional classrooms. Teachers, parents, and learning coaches who are working with students using these online environments need to know about…

As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive interventions to improve reading performance. Reading First grants from the United States Department of Education encouraged schools to implement evidence-based instructional practices in elementary schools. However, for many schools,…

Reading in the second language (L2) allows learners access to new vocabulary and opportunities to translate from the L2 to the first language (L1) and vice versa. In this paper, we describe three studies that explored strategies for developing L2 Italian decoding repertoires. Participants were undergraduate students preparing for a short-term…

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…

"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…

This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) for teaching braille reading and writing to students who are blind and have additional cognitive impairments. The components of I-M-ABLE are: (1) selecting and teaching the Key Vocabulary; (2) teaching the efficient use of…

This study examined the effects of scientifically research based (SRB) teaching strategies on the learning of students living in poverty in a Educational Service Center (ESC) Region VI of East Texas. By interviewing teachers within academically successful campuses with high economically disadvantaged student populations, an accurate assessment was…

This article reports the results of an experiment designed to investigate the effectiveness of pinyin (a phonic transcription system) in learning vocabulary of Chinese as a second language from the perspective of cognitive load theory. In the reported experiment, the learning effects of the vertical and horizontal layouts of characters, pinyin,…

A fundamental challenge facing students who are English Learners is the interplay of oral language development--being able to speak and understand a language--and literacy development--learning to read and write the language. This interplay is especially challenging because each developmental process--oral language development and literacy…

For a number of students, early failure is highly predictive of later failure, severely limiting the development of skilled reading. Students who do not read fluently generally do not become good readers. In addition, students with inadequate fluency are likely to avoid reading because of fear of failure and negative attitudes--and students who…

The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," published by the National Reading Panel in 2000, presented recommendations for daily literacy instruction in five key areas: phonemic awareness, phonics, fluency,…

A gap remains in the literature addressing reading intervention programs that have been successful for students identified as at risk of reading failure in grades kindergarten through second. The purpose of this qualitative case study was to explore how the Scott Foresman Early Reading Intervention Program supported the improvement of literacy…

Several authors have suggested that a teacher's ability to encourage a disposition to read may be linked to their personal reading habits and views of literacy. This study examined the relationship between elementary school teachers' reading habits, knowledge of children's literature, and their use of literacy best practices in the classroom. One…