Examines how the application of certain learning principles in the young child's home can foster successful learning in the schools. Demonstrates how these principles can be better implemented in the schools so that reading problems can be prevented or corrected. (FL)

Cites a relationship between the quality of classroom environments and literacy-related behaviors and learning. Presents four effective design concepts for literacy classrooms which affect learning: presence/absence of literacy tools; space arrangement and placement of literacy tools within that space; social interaction using literacy tools; and…

Argues that teachers can help students improve their learning by understanding the reasons why students have not been successful, by identifying strategies that promote active participation in the learning process, and by teaching students how to become more responsible for their own learning. (RAE)

Discusses four classroom writing activities that can be subsumed within the content area learning environment: anticipatory questioning, notetaking, using graphic organizers, and writing summary paragraphs. (FL)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. The goal of this paper is to reflect on several lessons using research-based vocabulary strategies, and to present think-alouds that detail the steps in matching instructional design with those strategies in order to reach the learning outcome.…

Defines the set of characteristics known as cognitive style, suggests how these traits possibly influence reading behavior, and cites some of their ramifications for classroom reading instruction. (FL)

Contends that comprehension is the specific result of a reader's interaction with the text and the context in which the interaction occurs. Offers four features that might form the context of comprehension: methods of measurement, instructional environment, the text, and individual differences within the reader. (FL)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Discusses the effects of social change on children and the importance of acknowledging the emotional aspect of learning. Suggests the use of bibliotherapy to provide children with appropriate books to meet their social and emotional needs. (MG)

Describes a study strategy called RESPONSE. Includes a reading assignment response form which focuses students' attention on important points; questions; points of confusion; and new terms, concepts, vocabulary, and names. (JAD)

Reports on a study that suggests that eight- through ten-year-old disabled readers may differ from normal readers, both in their ability to recall sequences of letters and in their ability to shorten the recall task by perceiving recognizable spelling patterns as meaningful groups. (GW)

Relates a preschool child's experiences with product labels to show how teachers can use such language stories to promote early reading and writing. (FL)

Summarizes research conducted at the Center for the Study of Reading at the University of Illinois and points out what it means to daily reading instruction. (FL)

Recounts the journey of three literacy teachers learning about classroom use of computers and developing a computer-driven unit on Australian animals. Describes the learning process--the teachers wanted their students to have positive experiences with computers. States that, as a result of the experience, an interactive unit was developed that…