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Knudson, Ruth E. – Reading Improvement, 1990
Investigates the effects of highly structured versus less structured lessons on student narrative writing. Finds that the less structured lessons resulted in superior student writing and the highly structured lessons resulted in mechanical, fill-in-the-blank responses. (MG)
Descriptors: Analysis of Variance, Elementary Education, Instructional Effectiveness, Process Approach (Writing)
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Snider, Vicki E. – Reading Improvement, 1990
Studies the effects of reading instruction using D. Carnine and J. Silbert's "Direct Instruction Reading." Finds that direct instruction in phonics is more successful than basals at teaching the essential skills that provide the foundation for future success in reading. Dispels the myth that explicit phonics instruction interferes with…
Descriptors: Beginning Reading, Grade 1, Instructional Effectiveness, Phonics
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Forget, Mark A.; Morgan, Raymond F. – Reading Improvement, 1997
Finds recent brain research sheds light on roles played by a positive affective environment and the interactive use of language in teaching the learning process through content area classes. Implements these ideas over a 10-month period in a ninth-grade classroom. Compares program students to other ninth graders on measures of metacognitive…
Descriptors: Brain, Comparative Analysis, Educational Environment, Grade 9
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LoBello, Steven G.; Wolfe, Gerryl L.; Gulgoz, Sami; Doleys, Brad B. – Reading Improvement, 1998
Investigates the role of background color on phonological decoding in children with reading difficulties--10 elementary students with reading difficulties and 10 controls read pseudowords presented on white or colored backgrounds. Finds students with a history of reading difficulties pronounced fewer pseudowords than controls for either…
Descriptors: Color, Comparative Analysis, Decoding (Reading), Dyslexia
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Ouellette, Glenda; Dagostino, Lorraine; Carifio, James – Reading Improvement, 1999
Examines the effects of exposures to children's literature through reading aloud and an inferencing strategy on low-reading-ability fifth-grade readers' sense of story structure and reading comprehension. Uses an experimental/control group repeated measures design. Finds that this study is consistent with other research that indicates the…
Descriptors: Childrens Literature, Grade 5, Intermediate Grades, Low Achievement
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Campoy, Renee W. – Reading Improvement, 1997
Advocates inclusion of moral issues as part of curriculum planning. Argues that children need encounters with moral issues as part of their schooling experiences. Presents four metacognitive strategies for promoting moral thinking about children's literature in language arts and beyond schooling. Includes recommendations for classroom…
Descriptors: Childrens Literature, Curriculum Development, Elementary Education, Language Arts
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Fisher, Peter J. L.; Ayres, George – Reading Improvement, 1990
Compares reading interests of 8- to 11-year-old children from the United States and England. Finds that (1) American children showed greater interest than English children in science, poetry, and biographies; (2) categories of jokes, mystery, crafts, and adventure were popular in both countries; and (3) expected sex differences between reading…
Descriptors: Childrens Literature, Comparative Analysis, Cultural Differences, Elementary Education
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Rogier, Lana L.; Owens, James L.; Patty, Del L. – Reading Improvement, 1999
Describes the successes of Writing to Read (WTR) program used with students in kindergarten and grade one as well as with two key subgroups (low-socioeconomic students and males who lag behind in reading and writing). Finds that with this program these subgroups can progress in reading and writing, and fewer students are recommended for remedial…
Descriptors: Computer Assisted Instruction, Grade 1, Kindergarten, Learning Strategies
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Ashworth, Deborah R. – Reading Improvement, 1999
Compares the reading achievement of second graders who were taught with a direct instruction program to second graders who were taught with a basal reading program in three areas: vocabulary, comprehension, and language. Finds Direct Instruction was more successful than the basal reading program. (NH)
Descriptors: Basal Reading, Grade 2, Instructional Effectiveness, Phonics
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Leahy, Peg – Reading Improvement, 1991
Gathers qualitative and quantitative measures in a formative analysis of the Writing to Read program. Finds that qualitative measures supported student, parent, and teacher satisfaction related to the program and that some statistically significant differences were found between first- and second-grade Writing to Read students and control…
Descriptors: Computer Assisted Instruction, Instructional Effectiveness, Primary Education, Program Effectiveness
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