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
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
In this article, the writer discusses that among the many plausible reasons for helping students build vocabulary, perhaps the most important is the contribution of vocabulary knowledge to reading comprehension. The writer notes that one of the most enduring findings in reading research concerns the extent to which students' vocabulary knowledge relates to their reading comprehension. The writer points out that given that students' success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgent need to provide instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The writer concludes that reading comprehension places heavy demands not only on classroom teachers but also on curriculum planners, community workers, and parents.

Outline:
Introduction
History of Vocabulary ~ What is Vocabulary?
The Influence of National and State Standards
Two Best Assessment Procedures
Role of Technology
"Best Instructional" Practices in Reading and Writing
Five Dimensions of Learning Specifically Related to Vocabulary
Why is This Topic Important for Teachers?

From the Paper
"Vocabulary is knowledge of words and word meanings. However, vocabulary is more complex than this definition suggests. Most commonly, words come in two forms: oral and print. Oral vocabulary includes the words that we recognize and use in listening and speaking. Print vocabulary, are those words that we recognize and use in reading and writing. Next, we have word knowledge, which also comes in two forms, receptive and productive. Receptive vocabulary includes the words that we recognize when we hear or see them. Productive vocabularies are words that we use when we speak or write. According to research, receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we give meaning, even if we don't know their full definitions - or ever use them ourselves when we speak and write."

Tags:reading, development, knowledge, oral

Abstract
This paper consists of four sections. The paper explores the historical contexts of four themes of literacy acquisition and reviews the history of reading instruction. An objective analysis is made of how growth and development of the industrial sector triggered governments to set up formal schools and curriculum. The paper also discusses several reasons underlying the lackluster performance of students in reading and writing. The paper relates the five core essentials of a reading program and examines the successful impact of the Voyager Literacy program by presenting several recent empirical research studies. Finally, the paper looks at the attitudes and motivations of students towards reading, revealing the shortcomings of the present education system.

Outline:
Introduction
Section I: Theoretical Models of Literacy acquisition
Section II. Brief History of Reading Instruction
Section III: The Five Core Essentials of the Reading Program
Word Study
Vocabulary
Fluency
Comprehension
Section IV: The Impact of the Voyager Program
Section V: Student Reading Attitudes

From the Paper
"The hunger to understand the environment and the results of education and its style of teaching has burst out over the last century. This outburst is now looking beyond the recurrent affairs about why the majority of the populace in certain regions can't, read or in certain cases, write. The ability to read and write has in the preceding years of study been established as vital components of areas that encompass polyglotics, ethnic surveys, as well as, psychology (Stephen, 2005)."

Tags:vocabulary, comprehension, fluency, words

Abstract
Through a review of ten articles, this paper looks at the importance of building up "domain knowledge" and prominently features the findings of a National Reading Panel study conducted some years ago that argues (among other things) that vocabulary building, phonemic awareness exercises, systematic phonics instruction, and in-service upgrades for teachers all positively correlate to student achievement.

Table of Contents:
Abstract
Article Summaries
Article Summary One: Teaching children to read
Article Summary Two: The Nature of Effective First-Grade Literacy Instruction
Article Summary Three: The Utility of Phonic Generalizations in the Primary Grades
Article Summary Four: Reading Comprehension Requires Knowledge - of Words and the World
Article Summary Five: What Reading Does for the Mind
Summary Six: The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children
Summary Seven: Teaching Decoding
Summary Eight: One Down and 80,000 to Go
Summary Nine: Teaching Vocabulary: Early, Direct, and Sequential
Summary Ten: Findings and Determinations of the National Reading Panel by Topic Areas

From the Paper
"Theodore Clymer (1963) reports that five types of generalizations have historically been utilized (at least if teacher's manuals are any indication) in teaching children to pronounce words: vowels, consonants, endings, syllabication, and miscellaneous relationships. Eventually, Clymer came up with a list of 45 generalizations or rules for study. These were arrived at by asking whether or not a candidate generalization was sufficiently specific that it could be said to actually assist (or hinder) in the pronunciation of a particular word. Clymer then made up a composite word list of all the words introduced in the four basic series from which the generalizations were drawn - plus words from the Gates Reading Vocabulary for the Primary Grades. On pages 186 and 187 of the study, Clymer outlines the basic approach undertaken to assess the efficacy of the 45 phonic generalizations; this step-by-step approach is rather complicated and cannot be easily described in the space we are allotted. Nonetheless, the study found that many commonplace phonics generalizations are of limited worth; in particular, vowel generalizations are especially unreliable while consonant generalizations are a little better. One thing that complicates Clymer's study is that his success rate for an effective phonics generalization (75 percent or above) is quite high - as he himself acknowledges.

Tags:phonemic, domain knowledge, vocabulary building, phonics in-service

Abstract
This paper discusses how reading instruction in first, third and fifth grade varies greatly. The author explains that in first grade the focus of reading instruction is phonemic awareness, phonics and comprehension. Students work in pairs or small groups and are allowed to move about the classroom. In third grade the focus of reading instruction is fluency instruction, vocabulary acquisition and comprehension. Students work in pairs or independently around the classroom or at their seats. In fifth grade the focus of reading instruction is vocabulary acquisition and comprehension. Students primarily work independently at their seats on portable literacy workstation activities. Teacher-led small groups are incorporated at every level to teach new skills.

Outline:
Abstract
First Grade
Teaching the Elements of Reading
Classroom Observation
Third Grade
Teaching the Elements of Reading
Classroom Observation
Fifth Grade
Teaching the Elements of Reading
Classroom Observation

From the Paper
"Some examples of literacy workstations in a first grade classroom are the listening workstation, the word work workstation and the drama workstation. Phonemic awareness could be reinforced in the listening workstation with a phoneme segmentation activity. Children could sort pictures by the number of phonemes they hear in each word. Phonics could be taught in the word work workstation with a blending activity. Children could be given workmats with three blank spaces on them. They could make a CVC pattern with magnetic letters and then read their word. If it is a real word they can write it down in their word journal."

Tags:knowledge, definition, dictionary, noun, verb, literacy, reader, collaborative

Abstract
The paper researches current literature on the topic of shared book reading. The paper presents practical strategies and solutions, as it attempts to effectively address the reading issue in the context of a real classroom for preschool through sixth grade. The paper arrives at the conclusion that shared book reading does help children read, but notes that a child's confidence level, physical factors and other emotional factors could negate the advantages involved. The paper has a large amount of resource material appended to the paper.

Outline:
The Problem
Shared Book Reading
Learning to Read and Reading to Learn
A Dynamic Technique?
Conclusion
Real Classroom Concerns

From the Paper
"Shared book reading refers to the process, as well as to the situation of sitting down to share a book. Applicable to home or school settings, shared book reading denotes any period of time when a child or group of children sits down with a literate person (generally a parent, family member or teacher) to share the reading of a book or story. This scenario includes:
- Literate person reads to the child or group of children;
- Child/children take turns reading from the book or story with the adult;
- Child reads the book to the adult.
At one point in the past, the practice of joint storybook reading, as well as its effects on subsequent reading achievement was highly acclaimed. By 2000, however, tension in the field regarding this practice escalated and constituted a primary research for a decade. Questions regarding it genuine efficacy for later literacy achievement arose."

Tags:literacy, skills, words, vocabulary, listening, comprehension, phonological, awareness

Abstract
This paper analyzes two articles, one on reading fluency and comprehension and the second on vocabulary development and comprehension. The paper explores the requirements for fluency in reading and considers whole class reading approaches.

From the Paper
"Steven A. Stahl argues that fluency in reading requires accuracy, the ability to read at a reasonable rate and the ability to read periodically or with enough expression that it sounds like language. For many young people experiencing reading difficulties centered on fluency, educational interventions are necessary. Stahl argues that while the aforementioned components of fluency are valid, they are not complete; what is needed in his view is recognition of the fact that both sight or visual reading and oral..."

Tags:reading, fluency, vocabulary, education

Abstract
The paper provides research concerning reading disabilities in general and goes on to discuss the problems and challenges posed by teaching ESL students. The paper explores the prevalence of reading disabilities in ESL children and looks at the issues specific to Arabic-speaking learners in non-Arabic schools.

Outline:
Background: What We Know About Reading Disabilities
Reading Disabilities and the ESL Learner
Issues Specific to Arabic-Speaking Learners
Arab Children with Reading Disabilities in English-Speaking Schools

From the Paper
"Reading disabilities pose one of the greatest threats to a child's learning, since all other subjects become reliant on comprehension as education progresses. English as a second language (ESL) students have additional needs, since their knowledge of language has been shaped differently than children who speak English as their native language. Arabic children in particular may struggle in the English-speaking classroom because of the drastically different systems of speech, reading, and learning in English and Arabic language. Further, some evidence exists that Arabic children suffer from reading disabilities more often than other children due to consanguineous marriages."

Tags:dyslexia, language, literacy, culture, vocabulary, comprehension