Through reading guidance, teachers can provide a reading experience that is fun for the students. (MM)

The reading fare of all children, regardless of their cultural background, must merge the new and the strange with what is believable, authentic, familiar and immediate. Discusses the why and how to do this. Bibliography. (Author/RB)

Teachers of reading must fully appreciate the two concepts of reading: (1) a skill acquired only through formal reading instruction, and (2) the result of a natural emergence of language development. (Author/MB)

This article describes some of the less commonly used forms of grouping; namely, needs groups, interest groups, research groups, tutorial groups, the Joplin Plan, departmentalized teaching, the ungraded primary plan, multigrade and multiage grouping, and the dual progress plan. (Author)

Children are often turned into deficient readers as a result of their never progressing beyond the first stage of reading--articulation of words from printed page; if provided with an enriched classroom environment, the child will learn to read with little formal instruction. (MM)