For well over a century, behavioral researchers have attempted to understand the relation between juvenile delinquency and academic achievement. The authors review current literature pertaining to academic achievement and its effect on delinquency. While researchers have not yet been able to establish a direct causal relation between these two…

This study examined the practices of effective kindergarten programs with respect to literacy instruction so as to provide models for schools working to educate large populations of at-risk students. Three kindergarten programs participated. Research methods included observations of reading instruction and intervention programs and survey and…

This study examined the practices of effective kindergarten programs with respect to literacy instruction so as to provide models for schools working to educate large populations of at-risk students. Three kindergarten programs participated. Research methods included observations of reading instruction and intervention programs and survey and…

The authors contend that the students, even those labeled "at risk" or "struggling," learn to read by reading--having time, opportunity, and support for active construction of meaning from text and reading books that are exciting, age-appropriate, enjoyable, and often self-chosen. Using examples from classrooms, the authors argue that assessing…

Direct Instruction (DI) is a specific model of instruction within a larger, more generic category of teacher-directed instruction. The goal of the DI model is to close the educational gaps faced by at-risk students. To accomplish this goal, the DI model is designed to accelerate learning by providing a curriculum that is highly engineered for…

Describes how early literacy practices were extended to accelerate the literacy progress of at-risk third- through sixth-grade students through a summer school model and an intersession model for year-round schools. Concludes that both models produced impressive gains in reading achievement, with the year-round intersession model producing the…

Examines the kindergarten level of four commercial basal reading programs published in 1991 and 1993 to determine the adequacy of phonological awareness instruction for learners at risk for reading disabilities and delays. Finds that the phonological awareness instructional procedures in the four basal reading programs failed to integrate critical…

Discusses how as inclusive efforts became more prevalent in the 1970s, 80s, and 90s, the Individualized Education Program (IEP) came to be considered a key factor in achieving high quality services and instruction for students with disabilities. Describes a technique, the Summary of Individualized Objectives (SIO), for making IEP goals and…

Examines motivation in high school students' conceptual change about physics principles, and college students' motivation for biology learning. Finds grades and interest were important, but students did not report the importance of social support. Suggests similar motivations are important in both conceptual change and assimilation and help…

Suggests coordinated assessment and intervention strategies that speech language pathologists, special educators, and general educators, in co-teaching or inclusive settings, can use to assist at-risk students to achieve both oral and written linguistic competence. Proposes a strong link between talking and writing in the normal developmental…

Argues that research and experience teach society that the arts, which embrace many different learning styles and appeal to students of all ability levels, help students master traditional academic subjects. Discusses recent legislation; the broad impact of the arts; connections between the arts and literacy; integrating arts and academics; arts…

Considers current research on students' intertextual encounters. Examines the relationship between intertextuality and inquiry learning and how developing pedagogy on the basis of these fields provides students with larger arenas in which to make intellectual connections. Evaluates benefits of multitext inquiry by describing how at-risk urban…

Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)

Presents an excerpt from an observed 30-minute Reading Recovery lesson. Describes aspects of the Reading Recovery Program. Introduces the articles in this themed issue on learning, teaching, and learning to teach in the Reading Recovery program. (RS)

Examines teacher-child interactions in a Reading Recovery program. Finds that teachers with higher student outcomes provided a consistent balance between attention to text-level strategies and letter- or word-level strategies; helped students analyze words using larger chunks of information; and were more specific, more attentive to…