Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)

Indicates that textbook explication alone of causes of events is insufficient for acquisition and use of hierarchically organized knowledge; students must be taught how to construct text-based information into hierarchically structured form and use it for making predictions. (FL)

Examination of cognitive prerequisites for the acquisition of reading skills identified two kinds of conceptual representations of language activities--functional and technical concepts. English-as-a-second-language students can transfer these concepts to second-language literacy, but attention must be given to orthographic coding principles of…

Explains the use of the Dolch List in the lower elementary grades. (FL)

Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)

Describes a reading program for teaching study strategies in depth that integrates reading development with content area teaching. Recommends that course content teachers be responsible for reading development and that these teachers be offered instruction in teaching the strategies appropriate for study reading. (SRT)

Describes a schoolwide reading project that involves parents in reinforcing children's application of reading skills. During Home Sustained Silent Reading (HSSR), both parents and children read without interruption for a fixed period of time to foster the enjoyment of reading. (SRT)

Concludes that there may be differential effectiveness of method of reading instruction according to sex, with females finding letter training simpler than word training and males finding the reverse. (FL)

Offers suggestions for organizing the primary classroom to provide ideal conditions for teaching reading. (DF)

Explores quantitative and qualitative differences in text processing, reading time, and study time and in learning from text, at immediate and delayed recall. (DF)

Provides suggestions for teaching multisyllable words to remedial readers, incorporating romantic fiction into a reading program, and using content writing activities in a biology class. (HOD)

Describes six study and notetaking techniques for reading/learning disabled adolescents and suggests circulating a series of training notes to help high school teachers incorporate reading techniques into the content area classrooms. (HOD)

Investigates the effectiveness of a direct instruction model for teaching children to comprehend anaphoric relationships. The results provide further support for the efficacy of a direct instructional model for teaching children reading comprehension skills. (HOD)

Lists 27 suggestions for improving reading, including asking for educated guesses at unknown words and reading with children while holding the book so that children can see the words. (DF)

Discusses the following questions: (1) What is the nature of the reading process? (2) How does one bring meaning to print? (3) What sort of knowledge does the reader bring to bear on the text to make sense of it? and (4) What are the implications of these issues for teaching? (SED)