Teachers can capitalize on children's interest in recent science fiction movies by using books based on the films in their classrooms. Books taken from "E. T.,""Star Wars,""The Empire Strikes Back," and "The Wrath of Khan" are summarized, and learning activities to be used in conjunction with the books are suggested. (PP)

Explains how to organize a "print laboratory," a safe, nonthreatening environment where students can experiment with all kinds of print found in the real world. Presents strategies designed to promote independent reading and comprehension. (FL)

The traditional practice of having students read or respond to questions in turn is questioned. Research suggests that teacher effectiveness improves when teachers clearly explain the task at hand before children respond. (PP)

Peer relationships greatly influence how students form opinions of books and of reading in general. Students in a class can be seen as a community of readers. Their discussions, both formal and informal, can be a means of developing an awareness of literature and how to enjoy it. (PP)

The "shared book experience," a teaching model developed in New Zealand to introduce Pacific Island children to literacy education, is described. The model, based on use of popular children's books, teaches children to master literacy skills the way they master spoken language. Research on early pre-reading behavior is discussed. (PP)

Discusses a model for teaching reading and writing in which skilled language users provide support for new language activities in context. Gives examples of typical classroom activities that provide too little or too much support for natural language growth and of activities with a balanced instructional "scaffolding." (HTH)

Contributors suggest ways to (1) motivate student reading, (2) improve reading skills in the content area classroom, and (3) communicate with parents. (FL)

Concludes that although sentence-long context did not facilitate the reading accuracy of primary grade children, the children did appear to be exploiting contextual information in their reading of sentences, with a relatively high proportion of reading errors being contextually acceptable. (FL)

Describes a summer remedial reading program for first-grade students. Includes discussions of the activities and strategies used to promote comprehension, fluency, and vocabulary development. (FL)

Three contributors discuss using advertising slogans in writing instruction, setting up a paperback book lending center in an industrial cafeteria, and the effect of reading supervisors' expertise on junior high school students' reading achievement. (AEA)

Offers selected ERIC references on the application of Piagetian theory and the use of Piagetian tasks in beginning reading/language arts instruction. (RL)

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)

Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)

Contributors discuss ways to introduce and motivate: (1) beginning reading, (2) repeated readings in the remedial classroom, (3) vision and cognitive style, (4) guidelines for a reading aloud program, and (5) good beginnings for potential reading teachers. (FL)

Describes the Language Development Project--the first national curriculum project in language education in Australia. (HOD)