This accessible teacher resource and course text shows how to incorporate strategy instruction into the K-8 classroom every day. Cutting-edge theory and research are integrated with practical guidance and reflections from experienced teachers of novice and struggling readers. The book describes the nuts and bolts of creating classroom contexts…

Expresses a joint statement of concerns about present practices in pre-first grade reading instruction and makes recommendations for improvement. Guidelines and recommendations are the result of a collaboration among six national organizations. (KS)

Presents a stage-structure analysis of reading applicable to any method of reading a teacher might choose to use. (Author/MP)

The results of an earlier experimental study of the effectiveness of a set of principles for small group instruction in first grade reading groups called for a revision of the list of principles. Revised principles were written for (1) group organization (seating, transitions, starting the lesson); (2) the introduction of lessons and activities…

Offers primary school teachers, supervisors, in-service specialists, and administrators guides for improving language instruction using a model that values teachers' professional judgment and encourages change in small, comfortable steps. These guidelines are used in the Tennessee State Department of Education Whole Language Pilot Project designed…

A project was undertaken to develop, field test, and revise strategies for adult beginning readers (ABRs). During the first phase of the study, the researchers identified roadblocks to use of word recognition clues by ABRs. Based on data and feedback from local and state piloting and general principles of learning, the project staff developed the…

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were…

This volume of newsletters focuses on connecting research and practice in adult literacy programs. Issue A of August 2001 includes: "Techniques for Teaching Beginning-Level Reading to Adults" (Ashley Hager); "Beginning ESOL Learners' Advice to Their Teachers" (MaryAnn Cunningham Florez); "The Neurobiology of Reading and…

This handbook, which is intended for tutors, disability practitioners, and others working with adults with intellectual/developmental disabilities, contains supplementary materials for and about supporting literacy for people with intellectual/developmental challenges. The handbook is a product of the following activities: extensive research of…