Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research,…

This ethnographic study examined school literacy experiences of 10 young students with Down syndrome over two years. Two broad definitions of literacy were identified. When reading was a hierarchy of psychologically deduced subskills, children with Down syndrome were usually excluded, but when literacy was the construction of shared meaning in…

This article addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (1) the complexity in our alphabetic writing system, and (2) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. (Contains references.) (Author/CR)

Describes the creative instructional techniques used to teach and encourage reading at Clackamas Elementary School, Oregon: reading-ability grouping across grades two through six; child-generated vocabulary; peer-to-peer reading; self-esteem reinforcement; and combined use of whole-language, phonics, and cueing strategies. Emphasizes use of…

Toronto Catholic District School Board implemented an early literacy program designed to ensure that all students can read and write to their full potential by the end of Grade 3. Instruction and assessment are integrated in four daily 30-minute blocks: word study, writing, guided reading, and self-selected reading. Students improved on seven of…

This article describes several techniques for structuring storybook reading interactions to best promote emergent literacy development for young children with disabilities. Techniques are presented for increasing the appeal and interactive nature of shared storybook reading and ways to promote children's awareness of naturally occurring literacy…

This article focuses on how data from early literacy assessments can help teachers to better instruct English-language learning students. Data from 52 high-risk schools are used to compare the progress of English learners and English-only students on a variety of literacy assessments. Results reveal that a much higher percentage of…

Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in…

This 3-year longitudinal study examined how motivational tendencies, that is, task orientation and social dependence orientation, as well as cognitive-linguistic prerequisites of reading and math skills (i.e., phonological awareness, rapid naming, oral language comprehension skills, number sequence and basic arithmetic skills) measured in…

Two curriculum evaluation projects were conducted in response to requests from practitioners interested in determining the quality of commercially developed reading programs. The 1st project, sponsored by 3 school districts in Texas, focused on 5 1st grade reading programs. The 2nd, conducted at the request of junior high, middle-, and high-school…

Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. This handbook presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics…

Two studies--one quasi-experimental and one randomized experiment--were designed to evaluate the effectiveness of supplemental instruction in structural analysis and oral reading practice for second- and third-grade students with below-average word reading skills. Individual instruction was provided by trained paraeducators in single- and…

Recent scientific advances in early literacy assessment have provided schools with access to critical information about students' foundational beginning reading skills. In this article, we describe how assessment of early literacy skills can help school psychologists promote beginning reading success for all children. First, we identify key skills…

Research-based instructional priorities in word recognition are considered as a framework for designing instruction for diverse learners. The framework involves teaching prerequisite skills in combination with word recognition instruction, teaching alphabetic understanding (i.e., letter-sound correspondence) in combination with word recognition,…

Providing an international perspective on how children learn to read, this first of 2 volumes presents research studies and classroom experiences from the United Kingdom, the United States, Canada, Australia, Jamaica, and Israel, drawing on evidence from 18 countries. Essays in the volumes highlight implications for design, implementation, and…