Although sociocultural theory has aroused researchers' interest in investigating the social role in language learning, few studies have investigated the possible effect of sociocultural-based teaching approaches on reading comprehension and ways to increase learners' strategic reading repertoire. This study employs dynamic assessment (DA), a…

For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were…

As computer assisted instruction (CAI) becomes increasingly sophisticated, its appeal as a viable method of literacy intervention with young children continues despite limited evidence of effectiveness. The present study sought to assess the impact of one such CAI program, "Imagine Learning English" (ILE), on both the receptive…

This article provides a critical review of popular models for literacy pedagogy with regard for the needs of low-literacy refugee-background students. We argue that in a context of high linguistic diversity there is a need to re-evaluate teaching practices and curriculum in a way that is more responsive to difference and which pays closer…

This study examined the validity of Nonsense Word Fluency as an index of beginning reading proficiency for students in kindergarten through second grade. Validity evidence for Nonsense Word Fluency is addressed in the context of research-based instructional practices implemented on a large scale. Technical adequacy data are presented for all…

This study compared the effects of 2 supplemental interventions on the beginning reading performance of kindergarteners identified as at risk of reading difficulty. Students (N = 206) were assigned randomly at the classroom level either to an explicit/systematic commercial program or to a school-designed practice intervention taught 30 min per day…

Describes a technique for beginning levels of an approach to teaching reading skills to students of English as a second language. Considers three reading skills--scanning, skimming, and reading for deeper comprehension. The technique uses a reading objectives grid which describes the types and objectives of questions to ask. (SED)

Compares bilingual reading instruction in Puerto Rico with that on the mainland, commending the emphasis given in Puerto Rico on comprehension as opposed to the emphasis given to decoding on the mainland. (HOD)

Argues that due to unfamiliarity with certain English sounds, Spanish-speaking children may be hampered in learning initial decoding skills necessary for developing fluent reading. Concludes that a brief ear-training program for the development of overall auditory discrimination can be beneficial to such children. (FL)

A two year pilot project studied difficulties of kindergarten-primary children learning to read via materials printed in the Initial Teaching Alphabet (ITA) who, because of immaturity, late development, low ability, or inability to speak English, were expected to experience reading difficulty. Of 39 children in the first year of the study, 20 used…

What kind of bilingual education was being offered in New Jersey's schools before the Bilingual Education Act? What should be offered? (Editor)

In Nashville, Tennessee, there are children representing 24 different non-English language groups. Teachers involved with planning instruction for and teaching such language minority children should consider not only the language differences, but also the cultural differences since many foreign students are from cultures very different from the…

Argues that English reading should not be introduced to a primary school student with a limited command of English until that child can comprehend the syntactic and semantic structures in the text. Discusses ways of assessing a child's level of English competence and the structural level of the reading material. (FL)

A compilation of conference papers highlights the active role of the learner. The titles of the papers and their authors include: "Whole Language: Celebrating the Student within the Learning Community through Literature" (Dorothy J. Watson); "Integrating the Curriculum for Better Learning and Teaching" (Stephen B. Kucer);…