Identifies the 10 most influential reading studies every media specialist should know. (Author PF)

A SURVEY OF 34 KEY PUBLICATIONS ON THE INITIAL TEACHING ALPHABET WHICH HAVE APPEARED SINCE JANUARY 1967 IS PRESENTED. THE PUBLICATIONS ARE CONSIDERED UNDER THE HEADINGS RESEARCH CONCLUSIONS, THE SECOND BRITISH I.T.A. EXPERIMENT, COMPOSITION IN I.T.A., FUTURE RESEARCH REPORTS, AND THE APPLICATION OF I.T.A. COMPLETE BIBLIOGRAPHIC DATA ARE PROVIDED.…

Raises a number of questions about current descriptive definitions of reading. (FL)

Praises the writing persona of syndicated columnist Mike Royko and speculates on how he might comment on the research related to reading. (HTH)

Emphasizes the importance of carefully planned research design and cites possible applications for independent groups and repeated-measures designs. Bibliography. (MD)

Timothy Shanahan was surprised to learn that Elaine Garan and Steven Krashen had written yet two more critiques of the National Reading Panel (NRP) report. Each already has more NRP-related publications than any member of the panel, and both have been issuing their complaints over a longer period than the panel worked on the eight studies that…

One of the most frequently cited papers from the twenty-five years of the Journal of Research in Reading is "Object-naming Deficits in Developmental Dyslexia" by Maggie Snowling, Bente van Wagtendonk and Carolyn Stafford, published in 1988. Looking back at the paper some sixteen years after its publication, it is striking to note how topical some…

Reading depends on the speed of visual recognition and capacity of short-term memory. To understand a sentence, the mind must read it fast enough to capture it within the limits of the short-term memory. This means that children must attain a minimum speed of fairly accurate reading to understand a passage. Learning to read involves "tricking" the…

The results of two self-paced reading experiments are reported, which investigated the online processing of subject-object ambiguities in Dutch relative clause constructions like "Dat is de vrouw die de meisjes heeft/hebben gezien" by German advanced second language (L2) learners of Dutch. Native speakers of both Dutch and German have been shown…

The purpose of this research was to investigate the impact of tier 2 instruction on the comprehension and vocabulary of first grade students identified with low language and vocabulary skills. Specifically, the authors conducted a pilot study within the context of federally funded efficacy research to examine whether students participating in…

The lexical quality hypothesis (LQH) claims that variation in the quality of word representations has consequences for reading skill, including comprehension. High lexical quality includes well-specified and partly redundant representations of form (orthography and phonology) and flexible representations of meaning, allowing for rapid and reliable…

The purpose of this study was to investigate the response of kindergarten students at-risk for reading failure to a two-tiered vocabulary intervention delivered in the context of a shared storybook reading activity employing rich and robust vocabulary instruction. Rich vocabulary instruction is defined as explicit vocabulary instruction in which…

This article highlights significant research about what below grade-level reading means in middle school classrooms and suggests a tested approach to improve reading comprehension levels significantly by using audio books. The use of these audio books can improve reading and academic performance for both English language learners (ELLs) and for…

This Evidence Based Education (EBE) request focused on research-supported vocabulary interventions for middle elementary students. Limited vocabulary is an important factor in underachievement of children in disadvantaged homes. Children with larger vocabularies find reading easier, read more widely, and do better in school (Lubliner & Smetana,…