The papers published in this volume were delivered at the First Australian Reading Conference, which was held in Adelaide in August 1975. Topics of discussion included, among others, preservice and inservice teacher education, facilities in reading, the development and use of reading materials, student motivation, children's literature, reading…

This first grade workbook is designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kiana, Kobuk, Noorvik, Selawik, and Shungnak. Each page has a particular letter, a black-and-white drawing which represents a word which contains this letter, and lines the child is to use for writing the letter. (CFM)

Investigates the effects of pause prompt and praise feedback procedures for teacher trainees working with parent tutors of reading. Indicates that (1) trainees used intrusive prompts when asked to help parents in any way they could to implement the procedures and (2) following training trainees used much less intrusive prompts. (JD)

Discusses recognition of cognates used in teaching materials prepared by the English for Specific Purposes Project for academic courses. Presents suggestions based on theoretical considerations of cognate recognition. Examines, by way of protocol studies, how foreign students of English make use of cognate recognition. Suggests that strategies for…

Describes how a remedial reading teacher, over the course of three years, helped a nine-year-old nonreader progress toward becoming a reader. Points out the importance of increasing the student's confidence, gaining his trust, and providing remedial instruction which is closely connected with other areas of the student's life. (ARH)

Presents an interview with reading researcher James F. Bauman, Associate Professor at Purdue University. Discusses research findings which indicate that there are identifiable teacher behaviors and instructional environments that promote learning, and that reading comprehension skills can be taught. Discusses implications of findings for…

Proposes that secondary school literature teachers specify goals for students and teach students to ask themselves a series of broadly applicable questions to focus on literary content. (NKA)

Suggests that children need instruction in reading to produce readers who are capable of seeing deeper layers of meaning in a text and "shifting gears" to see stories in a new way in order to appreciate their complexity. (JC)

Reveals the phases through which an apathetic eighth-grade class of poor readers went on their way to becoming active learners. The phases included: (1) discussing attitudes and goals; (2) positive environment; (3) sharing literature through oral reading; (4) reading for an audience; and (5) active learning. (SKC)

Argues that the English Only Movement is misguided. Points out advantages of bilingual education and literacy in their native languages for students who begin their schooling with little or no knowledge of English. (SKC)

Examines different approaches to reading acquisition used in four first grades of a suburban elementary school. Supports the use of a language experience approach as a viable alternative to the basal reader approach for teaching reading and writing. (JK)

Offers (1) suggestions for improving college students' study skills; (2) a system for keeping track of parent, teacher, and community contacts; (3) suggestions for motivating students using tic tac toe; (4) suggestions for using etymology to improve word retention; (5) a word search grid; and (6) suggestions for using postcards in remedial reading…

Maintains that learning to read must take advantage of the child's natural playful tendencies. Shows how stories in widely-used school primers make use of trick themes based on puns, figures of speech, or metaphors. Concludes that such stories should be used to reinforce the relationship between reading and natural language. (JDH)

Describes a directed reading and writing lesson that uses the power of the composing process throughout content area lessons to enhance reading comprehension. Uses a fifth grade science lesson as a model. (FL)

Emphasizes that since adults seek basic reading instruction for a variety of reasons (e.g., to further job status, to improve skills for their children's sake), planning programs should provide theory-based instruction that focuses on learner needs. (NKA)