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Richardson, Maurine V.; And Others – Reading Improvement, 1993
Explains a strategy to improve comprehension and self-confidence in the at-risk reader. Notes that the method--The Image Format--has six steps that are interactive and interdependent. Finds that the results of the technique is self-repeated expansion of comprehension and self-confidence. Provides instruction on design, teacher use, and student…
Descriptors: Elementary Secondary Education, High Risk Students, Imagery, Instructional Effectiveness
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Usova, Constance J.; Usova, George M. – Reading Improvement, 1993
Describes an intensive integrated art and language arts instructional program for first-grade at-risk children. Notes that a combination of whole language, language experience, and basal reading approaches. Finds a marked improvement in reading, writing ability, and language ability. (RS)
Descriptors: Art Education, Basal Reading, Grade 1, High Risk Students
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Casteel, Clifton A. – Reading Improvement, 1993
Evaluates the effectiveness of "sidenotes" designed to improve reading comprehension and foster self-independence among poor-ability eighth-grade readers. Finds no significant effect associated with basal reading passages containing "sidenotes." (RS)
Descriptors: Basal Reading, Grade 8, High Risk Students, Instructional Effectiveness
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Huffman, Lois E.; Spires, Hiller A. – Reading Improvement, 1994
Investigates effects of explicit instruction in notetaking. Suggests that explicit instruction in notetaking is effective in improving sixth-grade students' lecture comprehension and attitudes toward notetaking. Notes that future research may emphasize a longer treatment period with a delayed comprehension measure. (RS)
Descriptors: Grade 6, Instructional Effectiveness, Intermediate Grades, Notetaking
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Simmons, Marc; And Others – Reading Improvement, 1993
Reports on a classroom management project conducted by an induction-year teacher with support from university supervisors. Notes that a functional analysis of the behavior of a 10-year-old male (receiving special education services for learning and behavior problems) combined with nonaversive intervention strategies resulted in positive outcomes…
Descriptors: Behavior Disorders, Case Studies, Classroom Research, Classroom Techniques
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Necessary, James R.; Parish, Thomas S. – Reading Improvement, 1993
Finds that a group of third graders' self-concept scores (collected up to a year following the administration of the "Let's Get Excited about Life" program) continue to be significantly elevated when compared to the pretreatment assessments of these children's self-concepts. (SR)
Descriptors: Elementary School Students, Instructional Effectiveness, Primary Education, Reading Research
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Morrison, Timothy G.; Suggett-Doyle, Carol – Reading Improvement, 1992
Compares differences in achievement of below-grade-level students receiving basal reading instruction with peers in a writing-process-oriented language arts program. Finds that language arts students spent more time reading and writing, were exposed to more types of literature and writing activities, and exhibited more positive attitudes toward…
Descriptors: Basal Reading, Comparative Analysis, Instructional Effectiveness, Junior High Schools
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Chang, Moon K. – Reading Improvement, 1992
Finds that advance organizers and level of test anxiety had no effect on test performance of mildly handicapped high school students who took a learning test after viewing a film. (SR)
Descriptors: Advance Organizers, High Schools, Instructional Effectiveness, Learning Disabilities
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Cobb, Suzanne; And Others – Reading Improvement, 1990
Investigates the effectiveness of the Char-L Intensive Phonics program within a six-week summer tutorial program for students with learning problems. Finds significant gains in reading for most students and improved word attack skills for all students completing academic tasks requiring reading. (KEH)
Descriptors: Beginning Reading, Elementary Education, Instructional Effectiveness, Learning Problems
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Eddowes, E. Anne – Reading Improvement, 1990
Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)
Descriptors: Beginning Reading, Comparative Analysis, Instructional Effectiveness, Kindergarten
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Work, Marvin G.; McLaughlin, T. F. – Reading Improvement, 1990
Examines the effectiveness of a skill-based individualized reading program on the reading achievement of adults and adolescents of low reading ability. Finds a significant improvement in reading skills. Notes that the outcome was replicated in two separate experiments across two different populations. (RS)
Descriptors: Adolescents, Adult Basic Education, Adult Literacy, Adults
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Wigle, Stanley E.; And Others – Reading Improvement, 1988
Compares IQ's, and reading, math, and writing achievement for low and high IQ learning disabled students. Finds that the mean IQ scores of both groups declined significantly over time in spite of the fact that reading and writing achievement scores remained stable, and math scores declined. (RS)
Descriptors: Basic Skills, Elementary Education, Instructional Effectiveness, Intelligence Quotient
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Foley, Christy L. – Reading Improvement, 1991
Discusses Guam's unique multicultural student and teacher population. Describes two classroom language arts activities (the method of taped repeated reading and "write around") that have met with success and continue to gain momentum in Guam's classrooms. (RS)
Descriptors: Class Activities, Elementary Education, Instructional Effectiveness, Language Arts
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Meyers, Howard H.; Schkade, Lawrence L. – Reading Improvement, 1992
Finds the Belgau Calibrated Variable-Difficulty Balance Platform ineffective in the remediation of reading and other learning problems of junior high school students. (SR)
Descriptors: Instructional Effectiveness, Junior High Schools, Learning Disabilities, Reading Research
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Thornton, Mary M. – Reading Improvement, 1992
Describes an advanced reading course at Mississippi State University that is designed to increase vocabulary, comprehension, and reading rate. Notes that unteaching reading habits necessary to beginner's instruction is a large part of increasing students' effective reading rate. Presents student performance statistics. (RS)
Descriptors: Course Descriptions, Higher Education, Instructional Effectiveness, Reading Comprehension
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