The purpose of this study was to examine the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF) and generalization of second-grade students who were at risk for reading failure. Four African American students and one multiracial student in…

As the ability to read proficiently is essential for success both in and out of the school setting, literacy has become an area of particular focus in today's classrooms. While recent assessments indicate that students are making progress in the area of reading (e.g., National Assessment of Educational Progress [NAEP], 2011), there continues to be…

Reports on a study that evaluated the effectiveness of Project Follow Through programs on the Northern Cheyenne Indian Reservation. Reveals continued improvement in reading achievement scores at all grade levels studied. (FL)

Describes the program of the Academic Skills Center at San Diego State University, which is designed to decrease the attrition rate among severely underprepared students by integrating general education courses with courses in academic reading and writing. (FL)

Identifies three aspects of educational significance as important areas for teacher participation in the evaluation of innovative reading programs: the establishment of performance standards, the specification of program cost, and the evaluation of noncognitive benefits. (FL)

This pilot descriptive study examined expressed perceptions of a diverse group of teachers who, in the 2002-2003 school year, piloted implementation of a new standards based supplemental program in reading/language arts, EduSTRANDS. Over 600 teachers in 153 schools using a supplemental, standards based reading/language arts program were surveyed…

Suggests that, unlike classical experiments, which should be carried to conclusion without change, evaluation of ongoing educational programs, such as the "Let's Be Amigos" program, must adapt to program changes. (RB)

Provides resources for teachers who wish to establish programs of peer or cross-age tutoring. (FL)

The purpose of this study was to compare the reading achievement growth of fifth grade students following a year of participation in the Accelerated Reader program with the reading achievement growth of fifth grade students who did not participate in the Accelerated Reader program. The Terra Nova standardized achievement test was used as the…

Examines the effectiveness of a systems approach, diagnostic reading program. (RB)

Describes a collaborative effort between the Meigs (Ohio) local school district and the college of education at Ohio University that had significant positive effects on students' reading achievement and teacher effectiveness in reading instruction. (RL)

Concludes that any systematic and well-organized approach addressing basic reading skills will provide reading improvement, since both approaches that were examined (DISTAR and the Integrated Skills Method) show the same degree of success. Considers diagnostic instruments not particularly useful in planning remedial instruction, but recommends…