If taught well, reading instruction can have a positive effect on kindergarten children. (Author/MLF)

This third article in a series finds that poor teaching techniques which impede reading instruction have changed little in the last decade. (WR)

Argues that successful teaching depends on a lot of little things and suggests some things that effective teachers include in daily instruction. (RB)

Stresses the importance of setting clearly defined goals and objectives when determining class activities in reading instruction. (RB)

Second in a series based on classroom observations, this article recounts missed or misused opportunities for phonics instruction and suggests remedies. (RB)

First in a series of five articles built around personal classroom observation and practical advice which pleads for an expanded, enlightened teacher role in material selection and use. (RB)

Reports the reading achievement during grades one through four of children who participated in a two-year, pre-first grade language arts program. (RB)

This report provides an informal discussion of observations conducted in twenty-three classrooms in six schools. Observations focused on instruction in reading comprehension in grades three through six. The report also comments on comprehension instruction, on the teaching of word meanings, phonics instruction, and on the presence of extra…

Classroom observation of reading and social studies instruction shows that little attention is given to teaching comprehension. Teachers are mentioners, assignment-givers, and interrogators. (Author/MLF)

A study examined the teachers' manuals for five basal reader programs, kindergarten through grade six, to discover their recommendations for comprehension instruction. The series analyzed were "Pathfinder," published by Allyn and Bacon; "Reading 720," by Ginn and Company; "Bookmark Reading Program," by Harcourt,…

This volume, a revision of "Phonics and the Teaching of Reading," is designed to offer practical help to teachers, especially in the area of phonics. Attention is given to the influence that linguistics has had on reading over the last decade and to those features of linguistics that have affected phonics methodology and instructional materials.…

Reports that five basal reader programs, kindergarten through grade six, give far more attention to assessment and practice than to direct, explicit, comprehension instruction. (AEA)

Some of the research dealing with pre-first-grade reading is discussed in relation to an experimental program with four-year-olds and pre-first-grade reading. The author states that little factual information exists for this topic and the majority of existing reports deal primarily with Head Start. Some of the shortcomings of reports on early…

This paper discusses a six-year study, the first of which was a two-year language arts program that began with four year olds, and the second part of which was a four-year effort to trace the progress made in reading by children who participated in that program as compared with the reading achievement of classmates who had not been participants.…