Examines effectiveness of a reading tutoring program for at-risk first-grade students. Notes that students in the tutoring group met one-on-one with a trained community volunteer who tutored the child three times a week for 45 minutes each session. Finds that students who were tutored performed higher on measures of letter identification and…

Examines the effects of a balanced, accelerated, and responsive literacy program on the reading growth of second grade struggling readers. Finds that students grew in their word identification abilities, fluency, strategic comprehension abilities, perceptions of themselves as readers, attitudes toward reading, and instructional reading levels.…

Suggests that most administrators accept student test scores as the appropriate goal of reading programs and centralized planning and use of commercial reading materials as the appropriate means for reading instruction, while most teachers seek more effective and communal goals and more autonomy concerning means. (FL)

Analyzes self-reports and site visitor reports of 300 of the nationally recognized "Blue Ribbon" elementary schools representing 1985-86, 1987-88, 1989-90, and 1991-92 recognition years. Finds that more schools were using literature-based instruction, grouping flexibly, using computer-assisted instruction, providing in-class remedial…

Finds that the keys to success were communication and collaboration between specialists and teachers. Notes that the participants expressed an awareness of the changing roles of reading specialists. Finds that major strengths were promoting self-esteem, fostering a love of reading, providing specialized instruction, serving as a student advocate,…

Describes the development and implementation of a reading program based on the desire to put theory into practice. Details the use of materials, diagnostic procedures, and daily schedules and concludes that individualized meaning-based program provides positive changes in teaching and learning behavior. (FL)

Analyzes transcripts of four reading lessons based on the Kamehameha Reading Program (emphasizing discussion and oral language within group reading lessons) given to three low-ability second grade readers. Identifies six components important to reading success, including contextual-based lessons, minimal skills instruction, and active quests for…

Discusses survey results indicating that 63 percent of United States schools have not considered developing content reading programs even though teachers believe it would improve teaching and learning in their schools. Presents a number of factors that have been suggested as reasons why schools have not established content reading programs. (MG)