Research in English: Research Briefs.

10-second review: Regular class vs. reading intervention class. Training tutors for reading. Overcoming the achievement gap for low-income students.

Title: “Annotated Bibliography of Research in the Teaching of English.” R Beach, et al. Research in the Teaching of English (November 2007), 188-227.

Summaries:

Regular reading class and reading intervention class: Same teacher for each. Findings: regular-reading class was student-centered. Reading intervention class was test-driven with less student participation. L Valli and M Chamnbliss. P. 189 (2007)

Training tutors for adult reading instruction. Concludes that tutor training did not always transfer to practice, and it did not always deal effectively with the complex topic of teaching reading to struggling adult readers. A Belzer. P. 191 (2006).

Achievement gap and family involvement in education. High family involvement negated the achievement gap evident for other low-income students. Recommends that family involvement in schools should be a primary goal of educators and policy makers looking to decrease the achievement gap. E Dearing, et al. p. 192 (2006).