Cites 20 documents, books, and journals from the ERIC database which focus on the training of reading teachers and offer teaching suggestions and methodology, discussions of teacher and student needs, and research related to teacher training in the field of reading. (SR)

Argues that strategic reading suggests purpose and intentionality on the part of the reader, which is different from a seemingly reflexive response where skills are concerned or where intuition reveals an answer. Argues that teachers can increase strategic thinking by providing demonstrations of strategies and offering incentives to readers. (RS)

Argues that teachers should know something of the range and depth of the work done by researchers in defining the term dyslexia, and presents a review of the various theories concerning the disorder. (FL)

Reviews the literature concerning cognitive style and its effects on reading. (FL)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)

Semiotics, the study of signs, is a relatively new and highly controversial area. Symbols, icons, and indexes represent the three types of signs. Semantics, pragmatics, and syntactics represent the three basic semiotic areas, with pragmatics having a growing influence in oral language and reading. A comprehensive view of curriculum is implicit in…

Provides suggestions for using transactional theory, which stresses the importance of interacting with text, in teaching literature at the secondary level. Lists seven principles for teaching that are inherent in transactional theory. (SKC)

The U.S. Department of Education's Office of Educational Research and Improvement (OERI) promotes excellence and equity in education by conducting research and demonstration projects, collecting statistics, disseminating information, and providing technical assistance to those working to improve education. OERI supports two major research and…

This bibliography contains 35 annotations on resources in the ERIC database (ranging from 1982 to 1988) dealing with strategies to help dyslexic students. The bibliography is arranged into three sections: the first section provides an overview of dyslexia, the second section contains several citations on instructional strategies that can be used…

Discusses issues in reading assessment, including the concern that tests can not measure the reading process. Concludes that tests will never be more than useful indicators; calls for more research and examination of existing and new types of reading comprehension tests. (MM)

Surveys the literature on learning style in an effort to help educators become more familiar with the concept. (FL)

Presents annotations of 17 research reports and journal articles (published between 1984 and 1992) that address nonfiction reading and writing in a classroom context. (RS)

Examines some national surveys that are in the ERIC data base that provide information about the reading habits and preferences of American readers. (HOD)

Reviews ERIC resources dealing with direct instruction in reading. (FL)

Reviews the use of the ERIC index term "Reader Text Relationship" with a view to deriving a tentative definition of the term. (FL)