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The purpose of the study was to examine short- and long-term effects of two instructional approaches designed to improve the reading fluency of second-grade children: Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading classrooms showed better fluency and self-concept compared to children in control classrooms. Classroom observations indicated children in FORI classrooms were more likely to be off-task than controls. However, by the end of third grade, children in both programs displayed better comprehension. We conclude that extensive and long-term focus on the oral reading of complex texts using practices that scaffold reading in second grade is beneficial for the long-term development of reading comprehension skills. (Contains 5 tables.)

Describes research conducted in New Jersey as part of a five-state research project investigating exemplary first-grade literacy instruction. Observes six teachers' exemplary practices. Discusses interview data, physical environment in the classrooms, types of reading and writing experiences, how skills were taught, taking advantage of teachable moments, content area connections with literacy, classroom management, and one exemplary day. (SR)

The purpose of the research was to survey and then describe the physical characteristics of library corners and literature activities used by teachers in early childhood classrooms. Children’s frequency of use of literature during their free-play period was recorded to determine if there was a relationship between literature use and physical design characteristics of library corners and literature activities carried out by teachers. The results from 133 nursery through second grade rooms indicated that many did not have well designed library corners. The results from 67 nursery and kindergarten rooms indicated that many did not have regularly planned literature activities. In most rooms there was infrequent use of library corners by children during their free-play period. There were however many positive correlations found between children’s frequency of use of literature and physical design or program characteristics. [ABSTRACT FROM AUTHOR]