Elementary school children's understanding was assessed after they read or listened to brief texts that described a scene, explained a sequence of events, or told a story. Results indicated that effectiveness in understanding depends on the fluency with which component processes of perceptual recognition, comprehension, and memory are coordinated.…

Shows how plays can be modified and used effectively in remedial reading classes. (RL)

Describes an experiment which sought to determine what oral reading strategies were operating in the oral reading of primary French immersion children as compared to those in a traditional English language program. (AM)

Three second-grade students with learning disabilities were measured twice a week for 12 weeks on 2 types of curriculum-based measurement (computer maze and oral reading) and an intervention of repeated readings was implemented. Data indicated that the repeated reading intervention affected oral reading CBM, but not performance on the maze…

Most students who are deaf or hard of hearing do not read proficiently. When adults read regularly to these students, the students' language and literacy abilities improve. Ten essential practices for adults to use when reading aloud are presented with examples. Also included are activities in which students read to adults. Contains 24 references.…

Second-language teachers are encouraged to develop two forms of reading, silent and oral, in classroom instruction. The relationship between the two is discussed, and aspects of oral communication that teachers can explore (voice, multiplicity of voices, movement and gesture, use of props, and spatial use) are examined. (MSE)

Analysis of the discrepancy between performance of 121 tenth-grade students in reading aloud from English and science texts resulted in a group of 33 students with general deficits and 6 students with content-specific deficits. Students in the content-specific group benefited more from study of the text than did students in the general deficit…

The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other.…

Examined caregiver reading patterns with infants in metropolitan day care centers. Found effects for infant age, group size, and gender on caregiver's reading habits. Found that caregiver reading was quite brief for all ages and that caregivers found it easier to read to female than to male infants. Findings suggest the need for reading courses…

This close look at a recent research study of the various approaches mothers use in reading to very young children demonstrates the importance of modeling interactive reading to help preschool children connect books to daily experiences. (Author)

Describes the creative instructional techniques used to teach and encourage reading at Clackamas Elementary School, Oregon: reading-ability grouping across grades two through six; child-generated vocabulary; peer-to-peer reading; self-esteem reinforcement; and combined use of whole-language, phonics, and cueing strategies. Emphasizes use of…

This article discusses how reading and written language samples can be analyzed to provide information about curriculum-based language strengths and needs that can be used recursively to establish student goals and benchmarks, provide intervention, evaluate change, and begin the next round of planning. A case example is presented. (Contains…

Curriculum-based measurement (CBM) of oral reading has been used to aid in identifying students who are at risk for failing the reading portion of their spring state standards tests. The purpose of this study is to determine whether adding a maze reading measure would aid in predicting the performance of students who are English learners (ELs).…

The impact of adding performance-based interventions to a skill-based intervention on oral reading fluency was examined with 3 elementary students identified as having difficulty with reading. Two performance-based interventions were combined with the skill-based intervention Repeated Reading (RR) to create the three instructional packages…

In 3 second-grade classrooms within diverse educational settings, the theory of culturally responsive teaching was utilized in combination with the strategy, Text Talk. Text Talk is a strategy generally used with young children during read-alouds to foster oral language and comprehension. Culturally response teaching builds on students' prior…