Finds an immediate and delayed effect of morphemic and contextual analysis instruction for lesson words; an immediate effect of the instruction for transfer words; no evidence the instruction enhanced students' text comprehension; and students were generally just as effective at inferring word meanings when the instruction was provided in…

Presents 4 responses to the question "What will classrooms and schools look like?". Discusses who will be in these classrooms and what will be taught; three computer-related transformations that will influence schools and classrooms; three issues related to the nature of schools, classrooms, and students' literacy learning; and nine research-based…

Presents a modified replication of Austin and Morrison's classic 1963 study of the status of U.S. public school elementary reading instruction. Discusses how school and classroom libraries in the 1990s are more prevalent and better equipped, and how changes in programs and philosophy are common in the late 1990s, unlike in the 1960s. Appends the…

Explores what second-grade students learned about reading, writing, and literature through a year-long program of strategy instruction integrated within a literature-based environment. Reveals that students grew in overall instructional reading level, coming to view reading as a natural component of the school day; developed skill in word…

Finds support for the efficacy of a direct instruction paradigm for teaching children reading comprehension skills. (FL)

Examines whether the use of basal reading programs results in the deskilling of teachers. Provides background information and states the deskilling argument. Scrutinizes the argument by posing four questions. Concludes that the simple cause/effect relationship suggested by the deskilling argument fails to credit teachers with the intelligence and…

Investigates the effectiveness of a direct instruction model for teaching children to comprehend anaphoric relationships. The results provide further support for the efficacy of a direct instructional model for teaching children reading comprehension skills. (HOD)