Intended for beginning students concerned with reading instruction as well as for graduate students, reading teachers, or remedial specialists, the text deals with the overall classroom program, methods for evaluating and diagnosing group and individual needs, and developmental and remedial teaching of specific skills. Chapters explore the…

This guide for Adult Basic Education (ABE) teachers in reading instruction was developed at a Mankato State College workshop. It is divided into three sections: (1) the placement of students in reading materials and instructional programs, (2) the diagnosis of basic word recognition skills (sight words, phonics, and structural analysis), and…

The basic reading skills learned in the primary grades do not equip students with sufficient skills to read everything they need to read through school. Hence all teachers, regardless of the grade level or subject they teach, should know what the fundamental reading skills are and how to teach them to children who need help with increasingly more…

A study analyzing word characteristics that make them more easily translated from English to French (or vice versa) indicates that translation efficacy is most strongly influenced by the frequency of the word in the language, its familiarity, and the similarity of the French equivalent to the English word. (Author/CB)

The English Language Arts Standard Course of Study establishes competency goals and objectives for the teaching and learning of English Language Arts in North Carolina. This document details the English Language Arts content that should be taught in all schools. The entire K-12 North Carolina English Language Arts Standard Course of Study was last…

A study examined the effectiveness of an integrated language arts instructional format for teaching reading compared with the effectiveness of the typical traditional reading program. The study investigated the effectiveness of approaches that are representative of both viewpoints of the reading process (i.e., word recognition and the construction…

This guide to reading instruction for elementary and middle school students with learning difficulties covers a wide variety of practical instructional strategies founded in research and proven effective in classrooms. An introductory chapter notes the growing national emphasis on reading skills, especially research-based reading programs and the…

The 50 most frequently occurring words found in primary level reading materials were taught to kindergarten pupils using three different teaching methods. Neither methodology nor frequency of occurrence affected the relative learning difficulty of sight words. The study is the second investigation in a series. (SB)

Investigates the effects of repeated readings of a passage in a foreign language (English) on the ability of slow beginning readers at a Japanese university to increase their oral and silent reading rates. Results indicate that, for practice passages, silent reading rates increased significantly. This transfer of practice effects to a new passage…

Presents a model reading lab design for advanced English for Academic Purposes students and describes the four major instructional components of the lab as well as the logistics of running a lab. (44 references) (Author/CK)

This study found that constant time delay was effective in teaching word reading to four students (ages seven to eight) with mild handicaps. Individual attentional response was more effective and efficient in learning to spell words than in choral attentional response. Observational and incidental learning occurred for all students. (Author/JDD)

Investigated the independent and interactive effects of contextual and definitional information on vocabulary learning. German students of English received either a text with unfamiliar English words or their monolingual English dictionary entries. A third group received both. Information about word context is crucial to understanding meaning. (44…

A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)

Provides background information on Japanese writing system and how most Japanese learn to read Japanese at school, discusses history and practice of typical English-language education in Japan, presents review of recent research on word recognition and the effects of first-language reading on English-as-a-Second/Foreign Language (ESL/EFL), and…

This is the story of Lily, a 12-year-old girl with Williams Syndrome (WS). A reading program was developed to meet Lily's specific reading needs while addressing her individual learning style; this includes attending to the unique characteristics of Williams Syndrome. During this school year, Lily showed significant gains in sight word recognition…