In this article, the authors discuss aspects of Response to Intervention (RTI) that appear to be promising for the field of reading, and those that they view as problematic. Unlike many earlier models of innovation in special education service delivery, there is some research indicating promise. Most of that research has been conducted with…

This study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as at risk for reading failure. Seven kindergarten students and one first-grade student received 20 min of supplemental reading instruction 3 days a week for 16, 12, and 8 weeks.…

Extensive reading is a crucial factor, and the librarian has a vital part to play in motivating remedial reading students to dare to enjoy books. (Author)

Examines the role of linguistics in teaching Black children to read. (MM)

Discusses consequences of widespread reading failure among elementary school children, especially those in poverty. Argues that early identification and intervention programs can substantially reduce the number of children who are poor readers. (PKP)

The recent findings on the prevention and remediation of reading failure are overlooked. A multitiered approach involving high quality classroom instruction and small group interventions can substantially reduce the proportion of students who struggle to read.

Recently the DfES has issued guidance on ways to address the needs of students who experience difficulties in literacy through Wave Three provision in the National Literacy Strategy (DfES, 2002). This guidance raises the issue of what kind of programmes might be initiated in mainstream schools that will improve what is available generally for…

A large body of research evidence highlights the required conditions for children to become skilled readers. Within the past decade, research also has uncovered the fact that the origins of skilled reading begin to develop even before children start school. The intent of this article is to provide a brief summary of what is known about the…

"Reading Recovery"[R] is a short-term tutoring intervention program intended to serve the lowest achieving (bottom 20%) first-grade students. Students are chosen for "Reading Recovery"[R] by school staff, and selection is based on prior reading achievement, diagnostic testing (the Clay Observation Survey of Early Literacy…

Whether reluctant readers are extremely bright, average, or below average in intelligence, they pose a problem for every school. Here's an account of what one school successfully did for its reluctant readers. (Editor)

This abstract bibliography is a reader's companion to the Ruth Strang monograph "Reading Diagnosis and Remediation," which was published jointly by the International Reading Association and the ERIC Clearinghouse on Retrieval of Information and Evaluation on Reading (ERIC/CRIER) in 1968. It contains complete citations and abstracts of all of the…

Examines the characteristics of students showing signs of deficiency in their reading performance at 16+. Reports on a research study which concludes that reading failure at 16+ is related to the incidence of two or more adverse characteristics. Identifies and investigates some of these characteristics. (RKM)

In an interview focused on his book "On Learning to Read: The Child's Fascination with Meaning," Bruno Bettelheim explains why he thinks reading primers are insulting and demeaning. He asserts that the absence of content in the primers teach children to dislike reading. (ML)

Tests the hypothesis that there is reason for teachers to be concerned with the interrelation of audience conditions, the probability of success, and the degree of fear of failure influencing reading persistence in boys. (Author/RB)

The author refutes the findings of a study (EC 124 401) indicating a birthdate effect on readiness level and suggests that school psychologists and others should stop blaming chronological age for reading failure. (CL)