A study explored the holistic nature of reading failure from the perspective of those who have endured the emotional and intellectual burden of not being able to read. Reading failure is frequently viewed from a fragmented, reductionist perspective. Getting to know and understand the individual's perception of literacy failure is ignored in the…

Proposes the need to isolate differences in languages and universally define reading failure. (TO)

The author raises the question, What kind of program can reclaim the alienated reader? It must be a program designed to capture his interest, to assure him of success, and to convince him of his ability. (Author/AS)

Offers a follow-up look at the life of an adult disabled reader and the academic, career, and personal success he has achieved in spite of his limited reading ability. (SR)

Argues that dropout prevention programs which promote reading success while keeping students on grade level must begin early and be staffed by teachers who believe they can make a difference and who foster positive self-concepts in their students. (MG)

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…

A metalinguistic deficit in the awareness of phonological aspects of spoken language has long been assumed to be the single most important cause of reading failure among developmental dyslexics. Majority of this proposal's empirical support has come from examination of reading problems in irregular language like English and it's relation to the…

The Predictive Reading Profile (PRP) is an individual or group-administered instrument designed to examine precursors to reading difficulties by identifying children at risk for reading failure in later grades and special instructional needs for children in late kindergarten and first grade. The purpose of the PRP "is to develop a profile of a…

Although over 15 years have passed since Witt (1990) noted that no empirical evidence exists to support the contention that a collaborative approach to consultation leads to more positive outcomes than a hierarchical or expert driven approach, this issue generally remains unaddressed (Schulte & Osborne, 2003). While the literature documenting…

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…