Notes that varying the conceptual models of the relationship between reading and writing processes, as parallel, interactive, or transactional, has influenced instructional practices. (JC)

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)

A review of the literature investigated how computers have been used in relation to the teaching of reading over the last 20 years, how effective those endeavors and research studies (mainly conducted at the college level) have been, and what computer instructional programs in the area of reading need to address. Various efforts have been made to…

Outlines a working model of the 10 elements that make up the teaching method, "instructional conversation." Profiles the use of this method to teach moral education and reading comprehension to an elementary class making the transition from Spanish-reading instruction to English. (MJP)

Describes the Reading Recovery program, an early intervention program for first graders with reading difficulties. Describes the program's teaching procedures and research base. Outlines important understandings gained, and takes a look at the program through the eyes of one of the teachers. (MG)

This paper considers some of the benefits of reading and writing e-literature, including its influences on prints texts, challenges to the imagination, and attention to metafictive devices and processes. The less cohesive, more fragmented quality of e-literature creates a subjunctive space for creation where writers can consider interesting…

Focusing on talk as the vehicle through which the reading and writing processes can become more interactive and can more closely approach the processes of learning, the lessons presented in this booklet provide examples of how teachers can construct learning strategies to help children "talk their way into meaning" against a framework of…

Intended to help classroom teachers, curriculum developers, and researchers, this book provides current information on theoretical and instructional aspects of main idea comprehension. Titles and authors are as follows: "The Confused World of Main Idea" (James W. Cunningham and David W. Moore); "The Comprehension of Important…

Intended to help teachers assess the effectiveness of their reading program, this paper suggests how teachers can emphasize comprehension in reading, what behaviors students demonstrate related to getting and creating meaning when reading, and how the classroom environment can promote reading for meaning. After describing effective teacher and…

By providing definitions of key concepts, outlines of major models, and practical suggestions for classroom implementation, this pamphlet gives teachers access to current research on the interactive model of reading. The topics covered include: Vygotsky's learning theory, metacomprehension, prior knowledge, chapter mapping, cooperative learning,…

Distilling and interpreting past and current research on the effective teaching of reading is the focus of this volume. The titles and authors are as follows: "Research in Effective Teaching: An Overview of Its Development" (William H. Rupley, Beth S. Wise, and John W. Logan); "Process-Product Research on Effective Teaching: A Primer for a…

The reading skill development of anglophone kindergarten children in French immersion programs in Canada is the subject of the two papers included in this document. The first paper describes a study that examined the English reading ability of both kindergarten and first grade children in immersion programs and compared the results with those of…

Reading in the writing classroom can be defined as a cluster of arbitrary categories, each with its own effect on the reading/writing process. Given this definition, it can be said that (1) perceptions significantly affect both reading and writing, (2) attitudes are factors in reading and writing, (3) rhetorical triangles are useful in teaching…

This is one of two volumes of papers drawn from the twenty-first annual meeting of the National Reading Conference held in 1971. Focusing on research and teacher training concerns relating to mature reading, the 43 papers are arranged into the following categories: advanced organizers, cloze investigations, language investigations, measurement…

Three reading procedures for learning isolated words--whole-word, syllable-blending, and phonics-blending--were examined to determine which was the most effective for preschool children. The six preschool children in the study were divided into two groups to assess the effects of the length and number of different letters in a series of training…