This article describes a social and emotional learning intervention, the "Responsive Classroom"[R] (RC) approach, which is designed to produce classroom environments conducive to learning. It summarizes a new body of research describing the efficacy of the RC approach. One component of the RC approach is the Morning Meeting. This article…

Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is…

Studies classroom practices to identify those that were most useful for improving students' reading ability. Describes the teacher practices observed in the classrooms, particularly those that are derived from the research of the last four decades. Examines the relationship between teachers' practices and students' growth in reading achievement.…

Demonstrates some of the important factors that should be considered in research into the teaching techniques used with schizophrenic twins. (RB)

Concludes that letter-sound learning, word recognition, and reading ability do not appear to be affected by letter-name instruction. (RB)

Concludes that it is possible to determine the strategies that beginning readers use for translating print into speech, and translation strategies are influenced significantly by the class instruction. (RB)

Teacher characteristics and student variables go together to constitute a reading instructional program. (Author/MLF)

Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

The relationship between reading ability (word recognition) and developmental spelling stages was studied with 11 children (9 boys, 2 girls) with reading disabilities in grades 3, 4, and 5. Word recognition ability was determined by administering the Classroom Reading Inventory. Graded word lists were then used as a measure of word recognition and…

The objective of this remediation handbook is to help the classroom teacher to diagnose and remedy the various kinds of problems grouped under the heading of reading disability. The handbook is organized into two volumes: volume one constitutes a reading disabilities checklist which can be reproduced by the teacher as an observational guide.…

Discusses five research areas offering guidance to people concerned about teaching problem solving in elementary schools. Areas are (1) components of problem difficulty; (2) the contribution of reading difficulties to problem-solving deficiencies; (3) characteristics of successful problem solvers; (4) children's use of problem-solving techniques…

Argues that differences in instruction influence differences in students' reading abilities as much as do variations in individual learning styles or aptitudes. Suggests ideas for enhancing instruction of poor readers. (RH)

Discusses the nature of color vision defects as they relate to reading instruction. Suggests ways that teachers can adapt instruction to help provide maximal learning opportunities for the color deficient child. (RS)

This article reviews the literature and practice (especially in New Mexico) concerning reading instruction of gifted children. It considers early or "precocious" reading, instruction in the early grades, and identification of the gifted in New Mexico. Reading teachers in New Mexico are urged to be aware of specific conflicts in the area…

Describes a tic tac toe game in which students learn vocabulary words in their expressed areas of interest. (MG)