Describes research on reading achievements of children who have not begun formal reading instruction. Indicates that children employ meaning, decoding, and memory as principal strategies for an effective approach to reading instruction. (Author/MJL)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)

Describes the use of a "process approach" to teaching English as a foreign language to English majors at a Chinese teachers' college. (RS)

Suggests changes in the Guided Reading format based on recent research on the nature of reading and reading instruction. Emphasizes the dynamic process of constructing meaning from text. (MG)

Discusses potential dangers in the current move toward literature-based instruction across the curriculum. Calls for educators to help students understand that there are different stances one can take in reading a text and not to mislead them by treating literary works as if they were intended to be read "efferently." (MG)

Neurologist and middle school teacher Judy Willis connects what you do in the classroom to what happens in the brain when students learn how to read, including: (1) Why a classroom has to be safe and supportive in order to overcome barriers to reading fluency; (2) How to jumpstart students who are not well prepared for reading with activities that…

Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have…

No empirical studies exist comparing the effectiveness of the two prevalent foreign language methodologies, Communicative Language Teaching (CLT) and Teaching Proficiency through Reading and Storytelling (TPRS), at helping students achieve second language acquisition. In turn, the purpose of this quantitative, quasi-experimental study was to…

This study proposed to determine the relative value of two specific techniques of instruction in the social studies, reading and listening, when the factors of varying levels of intelligence and reading ability, and sex were considered. (Author)

This handbook discusses various topics of interest to reading consultants for the elementary level: beginning reading, word recognition, phonics, vocabulary development, comprehension, reading skills in the content area, individualized approaches to instruction, creative reading, the disadvantaged child, audiovisual aids, reading speed, reading…

Compares and contrasts three reading comprehension taxonomies and discusses possible uses. (MKM)

An elementary school reading teacher describes how she restructured her teaching methods by encouraging children to read and write as part of an integrated process, rather than teaching reading alone as a set of fragmented steps. (GC)

Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)

Examines the promise of teaching literature by attending to the process of reading, not the products of literary interpretation, analysis, and explication. (RL)