Suggests that schools cannot supply the reading background and then do nothing to assist their potential poor readers to climb the first step in the development of reading. Suggests that teachers need to devote more energy toward the maintenance of the social and cultural security of possible poor readers than toward the immersion of these pupils…

Discusses what it would take to end reading failure in the U.S., examining what is already known, looking at the problem of early reading, and presenting a comprehensive strategy for reading by age 9 that involves dissemination of existing best practices, basic and applied research on beginning reading, and development and evaluation of new…

This study examined interaction between speech perception and lexical information among good- and poor-reading 7-year-olds. Findings suggest that lexicon may operate as compensatory mechanism for resolving speech perception ambiguities. Statistical correction for group differences in phoneme identification eliminated differences in phoneme…

Large numbers of students are not benefiting from current reading curricula and practices. However, despite the presence of a scientifically validated basis for teaching reading, the nuances of exactly how to translate beginning reading research into day-to-day classroom practice remain to be validated. In this article, beginning literacy outcomes…

This study reports the results of a peer-mediated intervention, total class peer tutoring, on the academic performance of six urban students at risk for reading failure. A multiple baseline design across subjects was used to evaluate the effects of this intervention. The results showed that five of the six students significantly increased their…

This article takes up the proposal, originally postulated by George Miller in the US (Miller, 1969) and later taken up by Harry Kay in the UK (Kay, 1972), that psychologists should work through non-psychologists to help alleviate social problems. Specifically it evaluates a reading intervention programme devised by educational psychologists and…

This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from a four-factor structural equation model characterizing reading performance in this sample. These…

This applied dissertation was designed to evaluate a Reading Recovery program at an alternative school in Florida. The Reading Recovery program was used as an intervention for improving students' reading skills and performances on the Florida Comprehensive Assessment Test (FCAT) that is given each year to students in Grades 7 and 8. The…

In 1990, Cunningham developed a Names Test as a quick and easy screening tool for teachers to obtain information about a student's decoding skills. In 1994, Duffelmeyer, Kruse, Merkley, and Fyfe added 10 names to the original Names Test and developed a comprehensive scoring matrix to increase diagnostic information from the test, based on error…

This report contends that limited vocabulary knowledge is the principal cause of reading dysfunction for a large percentage of students whose progress in learning to read appears normal during the first two or three years of reading instruction, but who begin to fall behind starting somewhere between grades 3 and 7. The report addresses the…

A PILOT PROGRAM IS BEING CONDUCTED AT HOFSTRA UNIVERSITY IN HEMPSTEAD, NEW YORK, THROUGH THE JOINT EFFORTS OF ITS READING CENTER AND HISTORY DEPARTMENT. THIS COORDINATED HISTORY-READING PROGRAM FOR COLLEGE FRESHMEN WAS DEVELOPED TO INVESTIGATE THE CAUSES OF STUDENTS' DIFFICULTIES IN A COURSE REQUIRING EXTENSIVE READING, TO ANALYZE THE CONTENT OF A…

This paper reports on an innovative approach to the teaching of reading. The thrust of the approach lies in application of findings from Meeker's research which since 1963 had identified certain clusters of Guilford's Structure of Intellect and intellectual abilities found to be necessary in the process of learning to read. Several programs are…

The purpose of this handbook, which was developed by the National Reading Center, is to bring to each child who is having trouble learning to read a trained tutor to give him the right kind of help. Sections are given to explaining some characteristics of children who have reading problems, outlining some general principles of successful tutoring,…

An experimental design with experimental and control groups was used to evaluate the effect of a diagnostic structured kindergarten program upon the predicted reading levels of low income area children. The effect was compared with the effect of the traditional kindergarten program. The effects of the two curricula upon the total group of children…

Outlines the problems of students with dyslexia and the history of the recognition of the problem. Includes a detailed list of symptoms that may indicate dyslexia is a problem for a student. (MD)