For decades there has been a divide between educational research and practice. Sometimes the blame is placed on teachers for not following research-based strategies or not being trained well enough to read the literature. Just as frequently the blame is placed on researchers for not (a) studying topics important to teachers, (b) writing them so…

Remediation programs have helped some struggling children learn to read and write. However, they have not been helpful to all students. Educators need to search for more effective ways of reaching even more learners. Recently there has been more focus on preventing early school failure. Researchers agree that if instruction for struggling students…

This research explores struggling adolescent readers' perceptions about reading. The eight students featured in this study were enrolled in a mandatory Title I remedial reading class. The purpose of the Title I intervention class was to prepare these middle school eighth graders to successfully pass the state's criterion referenced test. The…

The goal of Chapter I programs is to enable disadvantaged children to attain grade level success in school. This study attempts to determine the extent to which students in a predominantly African American school achieve grade level success as a result of their Chapter I reading supplementary participation. The reading gains of the Chapter I…

There is little research on what constitutes success in preparing preservice teachers to cope with the needs of these students. Assessment is particularly challenging for preservice teachers who are beginning to make connections between their understanding of the reading process, and teaching and learning. This qualitative study looks at the…

Determines if Accelerated Reader (AR) is beneficial to the reading development of young emergent readers' comprehension. Considers if AR will improve young struggling readers' comprehension skills and attitudes to improve so that they can more easily become true independent readers. Concludes that AR did contribute to children's reading…

Discusses factors related to parental involvement and reading achievement, including the benefits of parents reading to children, home environment factors, socioeconomic factors, barriers to parental involvement, and school involvement. Investigates whether parental involvement made a difference in the reading achievement of 30 second graders in a…

Describes how standards-based technology was incorporated into the reading program of one disenchanted reader. Describes how the components from IRA-NCTE (International Reading Association/National Council of Teachers of English) Standard 8 (regarding technological and informational resources) were used in the construction and implementation of an…

Presents a historical, theoretical and process-based position statement supporting implementation of a dialogical mediated action approach to reading remediation. Delineates a researcher/practitioner model which links dialogical pedagogy and mediated action. Pursues a more reflexive, dialectical process-oriented form of instruction which considers…

Compares the effectiveness of classroom instruction using constant time delay and community-based instruction to teach a functional sight word vocabulary to students with moderate mental retardation. Finds no statistically significant differences between the two approaches. Discusses implications for practitioners and offers suggestions for…

Describes six strategies for implementation in a reading remediation program for dyslexic children. Provides an example and rationale. Discusses reading difficulties most often found in dyslexic children. (RS)

Discusses using the dialogue as a major part of a reading program for reluctant readers to enhance the self-concept, motivation, and skill development of students. (JM)

Discusses study conducted to determine whether early elementary children identified as poor readers changed status within three years and to assess the effects of remedial instruction. (JM)

Lists and discusses the basic principles for teaching reading in the remedial classroom at the elementary level. (RB)