Hartford's "Intensive Reading Instructional Team" Program has been a demonstration model for teachers, school systems, and college faculties, nationwide. The general objectives of the program were as follows: (1) to raise the level of achievement of pupils who are deficient in the basic skills of language and reading; (2) to improve the…

The purpose of this study was to compare the ability to pronounce synthetic words of children who learned to read by methods emphasizing early, intensive phonics instruction with the ability of children who learned to read by methods utilizing delayed and less intensive phonics instruction. The sample was selected from among second, third, and…

Intensive studies of children's miscues in oral reading were conducted from 1965 through 1974 by researchers at Wayne State University. This volume contains the concepts and assumptions underlying that research, the basic research design, the complex nature and function of the Goodman Taxonomy of Oral Reading Miscues, the findings of the research,…

Explores ways in which advanced conversation classrooms may provide the aural and written comprehensible input necessary for fostering the students' continued acquisition of the target language through examination of research and literature on: prelistening, decoding, intensive listening, comprehension, and skill application. (CB)

Discusses English as a second language (ESL) theory as it relates to the use of literature, and presents a four-step approach to any literary text that obliges ESL students to take responsibility for building their own successively more complex schemata. This approach is illustrated with Hemingway's short story "Soldier's Home." (Author/LMO)

Studies the development of word-retrieval speed and its relationship to reading in 72 average and 11 severely impaired readers in kindergarten through the second grade. (HOD)

Describes a technique for teaching students of English as a second language to understand English passages through structural and contextual clues. Gives detailed steps of the technique using Lewis Carroll's poem "Jabberwocky" as the text. (SED)

A study of children with listening comprehension difficulties concluded that these children also have reading problems that must be addressed either through remediation or alternative learning strategies. (SRT)

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)

This study investigated the relationship of phonological awareness to learning to read. Australian first-grade children were tested for verbal intelligence, phonemic segmentation ability, and reading achievement. Path analysis revealed phonological awareness affected reading comprehension indirectly through phonological recoding. The development…

An additive model is developed to account for reading times for two different reading tasks: reading for retention and reading for comprehension. The model is concerned with the reading strategies of adults and fifth graders, and with individual differences between fast and slow readers. (Author/LMO)

The effectiveness of explicit fluency interventions, with decoding instruction as needed, on a single subject in grade three was investigated. Fluency interventions, including choral reading, echo reading, repeated reading, audio book modeling, and teacher modeling, were conducted over a period of 8 weeks. Results indicated that using manageable…

Achieving literacy, while often one of the greatest challenges a child can face, is one of the most important elements in building a base for success in education and in life. Three main strategies are found to be parts of the process of how children learn to read: (1) developing phonemic awareness through the use of phonics techniques; (2) being…

Presents the results of a study of the recall performances of developing young readers compared across the three language reception modes of listening, oral reading, and silent reading. The effects of the difficulty of the reading material and of sex differences are discussed. The texts used are appended. (Author/JL)

Whether text comprehension strategies could be taught to children with poor decoding and reading skills was studied with 428 fourth graders (poor readers) and 167 students from schools for the learning disabled. Clear benefits of training were apparent at posttesting, but maintenance test performance did not show prolonged benefits, suggesting a…