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Introduction Identifying students who are at risk for poor progress in literacy, and choosing appropriate intervention strategies are major evolving tasks in education. A group of students who are at [...]

In this article we briefly examine the meta-analysis of systematic phonics instruction published in Teaching Children to Read, the influential 2000 report by the National Reading Panel. A brief review of this study, and the ensuing reanalysis by Camlli, Vargas, and Yurecko, is given. Following this, we report new analyses that substantially alter previous interpretations of the effect of systematic phonics instruction. In the second part of the article, we examine how 'knowledge' created through meta-analysis has entered the domain of public discussion. We conclude by considering how research studies consistent with the intent of the No Child Left Behind law can be designed to engender more effective reading instruction.

Using multiple analytic methods, we examined the fit between 2 concurrent policy mandates in Florida--the adoption of core reading programs in high-poverty schools, and the retention of third graders who scored at the lowest levels on the state assessment. We first examined 2 contemporary third-grade basal reading programs for the guidance offered teachers who teach a range of learners. We found that 1 program (F) included significantly more preparation for reading and independent practice, and more instruction in vocabulary and fluency; the other program (C) included significantly more comprehension segments, particularly questioning to develop interpretations. In the second phase of the study, we examined the relation between these programs and student achievement. We found an inverse relation between poverty and achievement, regardless of program. Similarly, there were no significant differences between programs for students who achieved at average levels. Nonetheless, significantly more students in program C achieved at the lowest test level, failing third grade, and significantly more students in program F achieved at the highest level. Juxtaposing our analysis of the core programs against the achievement test results, we offer tentative explanations of the differential influence and limitations of both core programs, suggesting that such curriculum standardization may further disadvantage the lowest-achieving readers.

Educational specialists are increasingly challenged to expand their roles and collaborate with other professionals to meet learned society guidelines and respond to inclusion mandates. This semi-structured interview study explores the experiences, problems and suggestions of a group of reading specialists and their interactions with school psychologists. Results indicate a need to address practical issues of scheduling and proximity to facilitate collaboration as well as a need to increase knowledge of interpersonal communication skills and others' professional roles. Implications for schools, universities and further research are presented., For well over a decade, schools have been challenged to meet the needs of an increasing community of diverse learners. Launched in the 1990's, collaboration represents a high profile reform [...]

A tutoring program for children in kindergarten through third grade who are having difficulty with reading is described. The program asks parents to help their children with home work projects and also asks them to come in and help tutor.

Welcome to the June edition of AJLL. The last two decades have seen significant changes in literacy policy in schools both nationally and internationally. Teachers and schools find themselves in [...]

In this column, I want to share with you some of the research activities that we engage in at IRA. But first I want to extend an invitation. If you […]

ACTIVITY: Review each list and place a checkmark next to the core understanding or program element that you support or that your library already supports. How does a child/teen learn [...]

As a professor of reading education, I flew to Houston, Texas, to assist in the reading assessment at a newly opened elementary school for evacuee students. One hour before lunch, [...]