Describes a resource teacher's efforts to implement a program to improve reading at the secondary level in a Florida school. Offers activities used in the program. (FL)

Discusses four issues raised by the movement toward publicly funded prekindergartens and offers five recommendations suggesting specific actions reading teachers can take to influence the design of prekindergarten programs. (JC)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

Argues that sound reading programs require teachers to act on their understanding that reading is a meaning making process. Offers six interrelated principles about reading. (FL)

Describes a reading program based on Piagetian theory and a psycholinguistic interpretation of the reading process. Explains each component of the program and offers evaluative data attesting to its success. (FL)

Argues that remedial programs in reading have gradually lost sight of the original goal of improving classroom reading and that coordinating the program with the core curriculum is not sufficient to achieve curricular congruence. Offers suggestions for achieving congruence between the classroom and the clinic. (FL)

Describes steps that should be followed in building a reading program that meets students' needs and provides effective instruction in developmental, corrective, and remedial reading: (1) establishing desired skills, (2) undertaking a program of pupil evaluation, (3) initiating an appropriate teaching strategies curriculum, and (4) conducting…

Outlines a program that helped parents to become active partners in their children's reading development. (FL)

Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)

Consisting of testimony and prepared materials presented to a joint session of House and Senate subcommittees, this report deals with the problem of illiteracy in the United States. The report contains statements from Richard C. Anderson, director of the Center for the Study of Reading; Samuel L. Banks, president of the Association for the Study…

Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers. (FL)

Describes three content area reading strategies, anticipation-reaction guides, text previews, and three-level study guides, that capitalize on cooperative small group learning and emphasize higher order critical thinking. (FL)

Describes a reading program for teaching study strategies in depth that integrates reading development with content area teaching. Recommends that course content teachers be responsible for reading development and that these teachers be offered instruction in teaching the strategies appropriate for study reading. (SRT)

Describes a program adopted by five native Indian bands in British Columbia in which parents promote their children's early language and reading skills in the home. (FL)

Describes a New York City program in which reading and social studies teachers work together to improve students' language abilities while they learn the required course content. Credits an inservice program with paving the way for the cooperative effort. (FL)