Based directly on the findings from the National Research Council's report "Preventing Reading Difficulties in Young Children," this guide offers a "checklist" that will help teachers and principals recognize at a glance the key characteristics of quality reading programs identified in the research. The guide does not describe any single way to…

Based directly on the reports of the National Reading Panel ("Teaching Children To Read") and the National Research Council ("Preventing Reading Difficulties in Young Children"), this guide is designed to be an accessible and practical document that delivers research findings about effective reading instruction that may serve as guidelines for…

This book explains the methodologies, techniques, strategies, and knowledge base necessary to achieve a balanced reading program. The book's contributors define the key elements in a balanced reading program and provide guidelines for implementing a balanced instructional program in the classroom. Following an introduction which addresses…

Describes a preschool program that introduces four-year-olds to print concepts such as left to right, top to bottom, words beginning with the same sound, and upper and lower case letters. (AEA)

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ…

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Lists and annotates 21 journal articles that discuss the teaching of reading. Among the topics dealth with in the articles are the teaching of beginning reading and reading comprehension, reading instruction and the law, reading diagnosis, and the use of the psycholinguistic approach at the secondary level. (GW)

A week-by-week readiness program for preschool and early primary children. (Editor)

Young learners need a quality program for developing reading skills which is both sequential and holistic--sequential because there is an appropriate order to some skills, holistic because skills need to be incorporated in context. Word recognition techniques are thus integrated with ideas gleaned from reading. The learner should use acquired…

Intended to help educators explain an instructional program to parents, this document presents and discusses the following ten statements reflecting traditional views about teaching reading: (1) Reading is a simple, passive mental process. (2) An efficient reader pronounces every word in the passage. (3) When children come to an unfamiliar word,…

Early reading and literacy have become the focus of policymakers, with a renewed emphasis on the early grades. This resource provides a guide to important and effective research-based reading programs. The guide's in-depth coverage analyzes and compares features, frameworks, tools, methods, and reform components for the following 17 major reading…

This book seeks to help teachers discover approaches and techniques that fit their particular teaching styles and their teaching situations. The book's aim is to present as fairly, completely, and clearly as possible the major approaches and techniques that research and practice have indicated to be successful. The book also presents the theories…

To enable all children to learn to read with confidence and fluency, beginning reading instruction programs must offer balanced instruction that provides children with a variety of experiences. A full discussion of all the dimensions of a balanced program of beginning reading instruction is beyond the scope of this booklet. Rather, this booklet…

This manual is intended to assist school personnel in their efforts to initiate effective reading tutoring programs to help children in the early grades (generally, grades K-3) who lack the literacy skills required to be successful students. This manual can be used by program coordinators to help volunteer tutors who may not have had formal…