Argues in favor of a specific component in technical writing courses devoted to the explanation, demonstration, and analysis of the reading comprehension process. Includes classroom activities for teaching this information, for working on writing problems relevant to ease of reading, and for analyzing writing problems in light of the reading…

Describes how reader response theory can be easily adapted to classroom practice, thereby sharpening student interest in reading, increasing their capacity to reason and write, and fostering greater regard for different points of view. (HOD)

Describes a method used to teach freshman students how to make research a conscious part of their reading and writing processes, by helping them use their personal associations with a text and their questions about a text, to compose meaning and become conscious of the activities they are performing. (HTH)

It is maintained that the distinction between "phonics" and "look and say" methods of teaching is irrelevant for learning to read, and it is suggested that there is a specific sequence of steps which are essential if children are to learn to read an alphabetic script. (Author/RK)

This booklet offers 10 ideas to transform instruction in reading and heighten literacy for all students. The booklet states that these principles and ideas, interrelated and built one upon the other, are based on solid research findings and practical experience and that they are already being used in classrooms across the country. The 10 ideas…

This paper discusses reading instruction in the 20th century. The paper begins with a tour of the historical pathways that have led people, at the century's end, to the "rocky and highly contested terrain educators currently occupy in reading pedagogy." After the author/educator unfolds his version of a map of that terrain in the paper,…

Concludes that preservice reading teachers were guided in their choice of reading materials by the view of the reading task they held. (FL)

Reviews recent research and concludes that it supports a continued and pragmatic developmental analysis of the processes involved in beginning reading. Discusses the instructional implications of this research. (FL)

Case studies of first graders' approaches to learning reading and writing show that individual attack style is persistent regardless of teaching method and is related to personality and possibly physiology. (DD)

Presents an instructional strategy--the "parallel lesson transfer"--for teaching students to identify main ideas. The lessons involve students in viewing pictures, listening, oral reading, and silent reading. (JT)

A number of classroom techniques are presented that illustrate the diversity of competencies necessary to reading in a second language, even more complex in their many combinations. It is proposed that evaluation of reading competence is difficult, if not impossible, by anyone but the student. (MSE)