Describes experiences using portfolios in preservice reading/language arts methods courses, including portfolio development, values of the portfolio, transferring knowledge to practice, and future directions. (SR)

Describes Cuba's preschool reading readiness program, which emphasizes phonemic analysis. (AEA)

Presents an approach to evaluation of reading instruction called CIPP (context, input, process, product), including: methods for discovering the needs of each student, getting input from students and colleagues concerning possible action, implementing evaluation in the process of instruction, and then carrying out an evaluation of the final…

Describes several mental theater exercises that act as a powerful antidote to the confused helplessness that remedial readers often endure. Suggests that these exercises help students to learn new ways to achieve control over their own mental processes during reading. (SR)

Describes a group reading inventory that deals with high interest, adolescent-theme literature, noting its strong and weak points. (AEA)

Describes the varied teaching activities of a reading specialist. Discusses how her role is already what she would like it to be and what she would like to change. (SR)

Discusses using index card improvisations to review story structure and characterization with eighth-grade students. Notes that students were quickly able to construct a story that their peers enjoyed. (RS)

Describes the phonic/analytic/syntactic method used for teaching reading in grades one through four in Cuba. (AEA)

Discusses providing developmental learners with the opportunity to hear and respond to vignettes (short, descriptive literary sketches such as those in "The House on Mango Street"). Notes that the activity allowed students to experiment with another writing style and to use figurative language in a creative way. (RS)

Describes a six-step comprehension framework that was used to help academically gifted ninth graders improve their reading comprehension and tackle difficult texts. (SR)

Describes a method that offers content area teachers a practical way to help groups of students who have difficulty in reading by producing content material rewritten on a level the students can comprehend. (AEA)

Describes the techniques of critical reading and how they were taught to college students in an honors writing class. (JT)

Discusses four reading strategies or teaching techniques (the jigsaw method, anticipation/reaction guides, "What I Know," and self-questioning) found to be key in helping inservice teachers overcome their reluctance to teach reading in content area classes. (RS)

Describes VOCAB-LIT, a technique for helping students understand literary elements through vocabulary study. Finds that the VOCAB-LIT technique is an effective strategy for integrating vocabulary study and literature study. (RS)

Discusses the procedures and rationale for teaching students to connect new words with gestures or psychomotor meaning as well as semantic meaning. (HTH)