Abstract
This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving reading comprehension in particular. The author recommends that teachers, the instructional and/or educational materials and the educational policies should be at the forefront in assisting middle school children to acquire the reading comprehension skills they need. The role of each is described in the paper. Additionally, accommodations are recommended for children with special educational needs. The paper also lists the five essential components of reading instruction, describing the importance of each one. The paper concludes by stating students also take responsibility for their reading progress by practicing regularly.

Outline:
Introduction
Review of Related Literature
Factors to increasing the reading comprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding Reading Comprehension
Reference List

From the Paper
"Indeed, there have been recent studies conducted which reveal that reading and comprehension is becoming a challenging tasks for the teachers, particularly when they are handling the students from the middle grades. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are increasing number of students who have gone to higher levels but "are still not fully equipped with the right reading and comprehension perspectives," thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002)."

Tags:reading, elementary, school, dyslexia, learning, disabilities, reading, comprehension

Abstract
This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.

Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan

From the Paper
"There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "

Tags:reading, comprehension, teaching, understanding, phonetical, motivation, practice

Abstract
In this article, the writer identifies the problem of reading comprehension at the third grade level for this action research study. The particular issue of vocabulary has been selected to further focus this study. The writer discusses that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer makes use of the Criterion-Referenced Competency Tests (CRCT) scores for 2004-2005 and 2005-2006 as historical proof used to identify this problem.

From the Paper
"The State of Georgia requires all third grade students to take the ITBS at the end of the school year. The ITBS is also required at the end of the fifth and eighth grade school years (Denton, 1999, p. 5). In Spring 2005, 92% of all third grade students met or exceeded the standards set by the state of Georgia for reading. This result was an increase of two percentage points over the previous year. However, in Spring 2006, only 82% of all third grade students in Georgia met or exceeded the state standard for reading."

Tags:education, reading, comp

Abstract
The paper discusses how fluency is recognized as a significant component of literacy, but is not often approached by educators as either a separate element of language comprehension or as an outcome that can be influenced through fluency training. The paper emphasizes that fluency is mistakenly believed to be the outcome of language training or a natural extension of a student's ability to read. The paper shows how improvements in fluency are necessary to improve comprehension of information, speed used to process information, and retention of information. The paper describes how in this case study, reading comprehension was examined among six students within a classroom of twenty students, and the study was done as a whole class setting for the first three weeks then a small group setting for the next three weeks. This paper explores the impact of bettering reading comprehension and fluency within a small group setting and a whole class setting. The paper compares both sets of results of this study that showed that a small group setting has a higher rate in reading comprehension as well as reading fluency.

From the Paper
"Fluency is recognized as a significant component of literacy, but is not often approached by educators as either a separate element of language comprehension or as an outcome that can be influenced through fluency training. Rather, fluency is mistakenly believed to be the outcome of language training or a natural extension of a student's ability to read. Improvements in fluency are necessary to improve comprehension of information, speed used to process information, and retention of..."

Tags:literacy, theory, fluency

Abstract
In this paper, the writer researches the subject of reading comprehension at the third grade level. The particular issue of vocabulary has been selected to further focus this study. The writer notes that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer points out that due to the varied perspectives on teaching vocabulary, it would appear that a varied approach is needed in teaching vocabulary in terms of reading comprehension. The writer maintains that context, symbols and media all have a place in teaching vocabulary, although none of these things should take precedence over the others. The paper also includes appendix, definitions and additional sources.

Outline:
Problem Statement
Proof of the Problem
Chart #1a Vocabulary
Chart#1b Word Use
Chart #1c
Word Use
Chart #1d
Reading Comprehension

Goals and Objectives
Setting
School Community
Role of the Writer
Problem Rationale

From the Paper
"Although this drop in proficiency is not as dramatic as noted across the state of Georgia, this drop should be taken as a suggestion that a problem may exist with student comprehension of the material being taught. It is interesting to note, however, that while the percentage of students meeting or exceeding the AYP requirements dropped, the percentage of students showing advanced proficiency actually increased. However, the total of 81.1% of students meeting or exceeding the AYP requirements is one that suggests that our students do not receive adequate Reading instruction. A goal of 100% reading proficiency does not seem unreasonable, if Magnolia Elementary School is going to prepare students to be competent individuals entering the business world."

Tags:student, competency, level, instruction

Abstract
This paper discusses reading comprehension methods for college students, and examines five articles published in "Reading Teacher, Reading Improvement, Reading Research and Instruction, and Reading Horizons" in order to compare current reading strategies.

Abstract
This paper provides analytical reviews of four scholarly articles that address reading comprehension and reading fluency. The paper looks at the main considerations of each paper, the key ideas, the essential methodologies, and the final conclusions. Further, the paper briefly explores what this writer has learned from reviewing the aforementioned materials and how this will impact upcoming research projects.

Tags:methodology, learning, education

Abstract
This paper identifies the techniques present in three articles that focus specifically on reading comprehension and how educational methods address learning disabilities in terms of reading comprehension and writing performance.

Abstract
This paper reviews four scholarly articles which address reading comprehension and reading fluency. The paper looks at the main considerations of each paper, the key ideas, the essential methodologies and the final conclusions. Further, the writer discusses what he has learned from reviewing the aforementioned materials and how this will impact upcoming research projects.

From the Paper
"Turning to Jenkins and Fuchs, they are aided by the fact that their sample size of 113 students is considerably larger than the relatively puny sample sizes offered by Calhoon and by Yurick et al. Furthermore, Jenkins and Fuchs employ correlation and hierarchical regression analysis to determine the accuracy and validity of their findings; Yurick et al do not employ anything approximating this. Finally, Calhoon does use the WJ-III Compu-score and Profiles Program in addition to ANOVA - but her sample size is so tiny (only 38 students) that one is left to wonder how truly reflective it really is."

Tags:literature, methodology, research, intervention

Abstract
This paper provides a step-by-step action plan for ensuring that students are more motivated to read in the classroom. It aims to achieve this by affording the students a greater choice and selection of materials to read. It also discusses methods to improve reading and comprehension.

Table of Contents:
Introduction
Descriptive Plan To Implement to Encourage Student Choices
Step by Step Approach To Improving Student Motivation
Conclusions
References

From the Paper
"First teachers must work to actively engage readers in the classroom. To do so it is vital that teachers survey students to assess what level of interest students have in particular reading materials in the classroom. Teachers must also determine how children in their classrooms approaching reading instruction and what elements will result in their being more enthusiastic about learning to read (Snow & Verhoeven, 2001). This can be accomplished only if children have an active role in their development and selection of reading material in the classroom (Baker, Afflerbach & Reinking, 1996). The teacher's role includes helping children in the classroom arrange tasks and activities in a way that will make reading accessible and enjoyable (Snow & Verhoeven, 2001). "

Tags:literacy, books, classroom, teachers