Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical…

Research has consistently demonstrated the importance of early literacy instruction, as these skills are the developmental precursors to conventional reading. In this study, 215 early childhood educators in two states responded to a survey regarding early literacy curricula and assessment. Results indicated that most teachers used either a…

The current study has been conducted to improve the reading disability of the subject "F" who is a 3rd grade primary school student. The study consists of detection, diagnosis and treatment stages and is an "action research" in line with qualitative research design. The Informal Reading Inventory was used to determine the…

Evaluates the syntactical features (readability) and demands placed on students' memory (number of steps) by basal reader worksheet directions in the three most common basal reading series. Concludes that, with the exception of one series' demand on memory, worksheet directions are not designed according to students' competency level. (RS)

Shows that the Orton-Gillingham reading treatment program can produce positive results in certain populations of college developmental reading students. (SR)

Finds the Belgau Calibrated Variable-Difficulty Balance Platform ineffective in the remediation of reading and other learning problems of junior high school students. (SR)

Research indicates that repeated reading improves students' reading fluency. Although found to be effective, the underlying reading processes impacted by the intervention remains unclear. Two theoretical rationales, automatic word processing and the contextual linguistic effect, explaining repeated reading's effectiveness have been advanced in the…

Examines the impact of shared reading experiences with predictable books on 24 inner-city African-American first graders' attitudes toward reading. Finds no significant differences in reading attitudes after eight weeks of intervention. (RS)

Investigates how metaphor influences a reader's ability to recall information about new concepts, assimilate new concepts into existing conceptual structures, and accommodate new concepts by creating new conceptual structures. Offers support for metaphor as an instructional device for formal reasoners. Suggests that metaphor may interfere with…

Gathers qualitative and quantitative measures in a formative analysis of the Writing to Read program. Finds that qualitative measures supported student, parent, and teacher satisfaction related to the program and that some statistically significant differences were found between first- and second-grade Writing to Read students and control…

Finds that advance organizers and level of test anxiety had no effect on test performance of mildly handicapped high school students who took a learning test after viewing a film. (SR)

Investigates effects of explicit instruction in notetaking. Suggests that explicit instruction in notetaking is effective in improving sixth-grade students' lecture comprehension and attitudes toward notetaking. Notes that future research may emphasize a longer treatment period with a delayed comprehension measure. (RS)

Finds that a group of third graders' self-concept scores (collected up to a year following the administration of the "Let's Get Excited about Life" program) continue to be significantly elevated when compared to the pretreatment assessments of these children's self-concepts. (SR)

Examines whether intermediate level severely and profoundly hearing-impaired children can internalize story structure through nonexplicit instruction and then use this knowledge to understand narrative text. Finds that the instructional intervention is effective in providing these children with a conceptual framework for understanding the content…

Finds that the five-part "Let's Get Excited about Life" audio-visual series enhanced self-esteem in two groups of second grade students. (SR)