ERIC Number: ED315872
Record Type: RIE
Publication Date: 1990-Jan
Reading Instruction for At-Risk Students: Implications of Current Research.
Gersten, Russell; Dimino, Joseph
OSSC Bulletin, v33 n5 Jan 1990
Much debate is concerned with providing quality reading instruction to students who experience difficulty. This bulletin explores the various approaches advocated for teaching reading instruction to at-risk students, discusses the research underpinnings of these approaches, and examines the practical implications of the models. Two approaches toward reading instruction for at-risk students are quite divergent. The first approach tends to stress systematic instruction in phonics and word-attack strategies. The second approach, the "whole language" approach, emphasizes unity between reading and all other forms of communication. The whole-language approach is the subject of chapter 1, and the direct-instruction tradition is discussed in chapter 2. Then chapter 3 is devoted to a survey of emerging trends in commprehension instruction, including story grammar, framing, and reciprocal teaching. Finally, the conclusion presents a synthesis of the contributions of the whole-language and direct-instruction traditions. (59 references) (SI)
Descriptors: Elementary Secondary Education, High Risk Students, Reading Achievement, Reading Difficulties, Reading Programs, Reading Research, Reading Skills, Reading Strategies, Reading Writing Relationship
Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6.00 prepaid; add $2.00 handling charge on billed orders).
Publication Type: Information Analyses; Collected Works - Serials
Education Level: N/A
Authoring Institution: Oregon School Study Council, Eugene.