Developed and coordinated by the Bureau of Reading Education of the New York State Education Department, Project Alert is a statewide inservice program to facilitate instituting or improving the diagnostic-prescriptive approach to reading instruction. As part of this program, a reading resource kit was prepared by the bureau to give structure and…

This survey attempts to: (1) identify specific reading skills which serve to impede pupil progress in reading, (2) provide teacher input as to which reading skills they feel are most often responsible for poor reading performance, (3) provide a localized sequence of reading skills upon which they feel corrective activities may be based, and (4)…

This study attempted to determine the extent to which phonemic-graphemic correspondence problems adversely affect reading comprehension among black children who are nonstandard speakers of English. An instrument requiring both silent and oral reading was devised by the investigator to test the effects of phonemic-graphemic correspondence problems…

A 3-year study with 359 pupils compared individualized reading instruction with basal reading instruction. Twenty-eight first-grade classrooms were paired (individualized and basal), and teachers received prior instruction for working in the experiment. Pupils remained together in their various classes and treatment groups for the 3-year period,…

This specially developed Informal Reading Inventory for adults is an individually administered test to be used to measure reading performance from level one through level six. The test is designed to indicate the instructional readability level for teaching purposes. The level derived will correspond closely with a comparable level in a graded…

The study assessed the criterion, construct, and concurrent validity of four informal reading comprehension measures (question answering tests, recall measures, oral passage reading tests, and cloze techniques) with 70 mildly and moderately retarded middle and junior high school boys. Results indicated that correct oral reading rate score…

Reading disability subtypes were determined in 50 neurologically impaired students (ages 11-19), with and without reading disabilities. Subtypes found primarily in the reading-disabled sample were anomic-language disorder, dysphonetic and mixed dysphonetic-dyseidetic, oral reading deficit, intermodal association deficit, and sequential relations…

Describes a project in which parents were asked to write comments about the picture books their children were reading at home. Contains samples of parent comments. (DF)

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)

Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…

For several years, states have listed accommodations allowed on state assessments. States soon found that the definitions of these accommodations varied not only across states, but also within states and even in schools. Over the past few years, states have made greater attempts to define each accommodation and to decide whether the accommodation…

Concludes that linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension, silent comprehension, and word recognition at the first grade level, while cognitive style contributed the greatest amount of unique variance to silent comprehension at the third grade level. (FL)

Describes the Pair Tutoring Program, involving 264 preservice general educators and 118 children, either with disabilities or at-risk, a component of the RARE (Reflective and Responsive Educator) program. This early, field-based experience is designed to prepare preservice general education teachers to work more effectively with diverse learning…

This article describes how a first-grade teacher used poetry to provide students of diverse ability levels with reading and language activities that stimulated their interest and improved basic skills. Activities with poetry included reading the poems aloud individually and as a group, discussing and analyzing the poems' words and meanings, and…