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…

Reading is a vital skill for functioning in society. People need to read road signs, prescription labels, restaurant menus, and job applications just to make it through everyday life. Unfortunately, approximately 20% of the population (Washburn, & Joshi, & Binks-Cantrell, 2011) are said to be dyslexic which means they will struggle…

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…

In this collaborative self-study, two teacher educators examined transcripts of preservice teachers' inquiry groups focused on assessment and tutoring of struggling readers as part of a reading methods course. The analysis identified instances of scaffolding by the course instructor that influenced preservice teachers' development. Types of…

What do great teachers do differently? It is obvious that some teachers simply have better student achievement than others. Some teachers have stellar results year after year with all students. The age old question then becomes, how do these teachers have this level of success? This research started with an examination of teachers who had strong…

Technology must be used as a teaching and learning tool to help students succeed. However, educators must be proactive in identifying some of the pitfalls of technology, such as information illiteracy. The phenomenological study covers how English instructors from Indianapolis, who teach first year students, address information literacy and the…

This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

Two university professors and 11 urban school faculty collaborated on a professional development (PD) effort focused on critical literacy to explore literacy practices aimed to reshape definitions of literacy that involved questioning power relationships concerning the environment and social justice. We examined the journey of a veteran teacher,…

In this collaborative self-study, two teacher educators examined transcripts of preservice teachers' inquiry groups focused on assessment and tutoring of struggling readers as part of a reading methods course. The analysis identified instances of scaffolding by the course instructor that influenced preservice teachers' development. Types…

Single-case experimental designs are becoming more popular and acceptable ways to conduct classroom-based research. Single-case designs can also be beneficial when conducting literacy research. There are a variety of single-case research designs that can accommodate a range of instructional strategies and research questions. This paper provides…

Describes a study in a fourth grade class which investigated students' reactions to the literacy program, providing the teacher with information regarding students' attitudes toward types of materials and specific strategies used. (SR)

Examines teaching theories and classroom practices of elementary teachers regarding reading instruction. Finds that most held process theories about teaching, made untested assumptions to diagnose problematic classroom situations, and acted by retreating. (SR)

Reviews research on children's comprehension monitoring skills. Discusses implications of research findings for the classroom. Describes procedures for assessing children's comprehension monitoring. Outlines how monitoring strategies can best be taught. Discusses children's readiness for monitoring instruction. (RS)

Reviews the related literature in the ares of questioning strategies and content area reading. Reports one teacher's attempt to determine whether specific questioning strategies increase scores on teacher-made tests. Finds that specific questioning strategies do improve performance on teacher-made tests. (MG)