This report highlights key studies, salient findings, and the significance of research supported by the National Reading Research Center (NRRC), which was charged to conduct research on reading instruction appropriate for prekindergarten through 12th-grade learning environments. The first chapter of the report elaborates on a foundation principle…

The electronic storybook may be one tool that can simulate the read aloud story by a human reader. If the electronic story can serve to provide some of the elements derived from a human book reading experience, then time spent with these electronic stories can give children some building blocks that will aid in their literacy acquisition. A study…

A study examined the experiences of students, teachers, and principals involved in the day-to-day teaching of early elementary reading in four of the 12 Texas "Spotlight Schools" (schools that emphasize early elementary reading and are useful in helping all children to read). Data were collected during four-day site visits to each…

This study explored 22 ninth-grade English students' reading engagement and interpretation of a young adult multicultural novel dealing with biethnic identity development. The descriptive multicase study charted students' literary engagement in an urban technology magnet school and a rural Hawaii high school. The research question was: What are…

Noting that some children struggle with learning to read, this 15-minute videotape describes the essential components of an Accelerated Reading program (which provides supplemental instruction for struggling readers in Texas) and reports results of a study examining the effectiveness of various Accelerated Reading instructional approaches. It…

This applied dissertation was designed to encourage resource students to read more books for pleasure. Resource students in the writer's high school did not read many books for pleasure. Students had short attention spans and found it difficult to finish school assignments without encouragement. They also found reading difficult and often said…

Two important topics in early literacy development in Slovakia are discussed in this paper: the conceptual framework for its stimulation by efficient preschool curriculum, and the continuity of formal elementary school education with respect to children's preceding developmental achievements. The paper discusses the ongoing research project…

This paper provides an overview of the Four Blocks framework, a teaching framework developed by professional educators, that aims to teach all children to read by providing daily exposure to a variety of instructional approaches. Four Blocks is intended for use in regular, heterogeneously constructed K-3 classrooms. It supports individual learning…

Hidden messages are part of the culture of reading at any school, particularly at the secondary level. In many schools, the overt message that reading is essential to success on state-mandated tests and in society is jeopardized due to hidden messages about the nature of the reading process and the place of reading in everyday life. A qualitative…

This report presents highlights of the National Assessment of Educational Progress 2003 reading assessment. It describes assessment content and presents assessment results as average scale scores and as percentages of students scoring at or above achievement levels, at grades 4 and 8, for the nation and participating states and jurisdictions. It…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Alabama's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Alabama participated in all of…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Arizona's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Arizona participated in all of…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Arkansas' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Arkansas participated in all of…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for California's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). California participated in all…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Connecticut's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Connecticut participated in…