Explains that the core materials used during literature-based instruction are narrative and expository works. Notes that this type of instruction, which has gained increased emphasis in reading research and practice, provides authentic learning experiences and activities by using literature to teach and foster literacy. Reviews pertinent research…

Key considerations for designing reading practice include determining the most effective methods to store word meanings for fluent retrieval during word recognition, making practice stimulating, determining whether practice ought to occur within or without the context of extended text, and addressing whether a target instructional objective is…

This article focuses on development, elaboration, and measurement of word repertoire from world knowledge, as well as factors affecting the word-learning process and vocabulary assessment and remediation methods such as definition and association tasks. Several alternatives for vocabulary expansion based on world knowledge principles are also…

It is wrong to assume that basic skills achievement, particularly as measured by multiple-choice standardized tests, represents a proper consensus regarding the ends of education for low-income students. Educators should reduce reliance on the positivist research paradigm underlying much of the quantitative empirical research which informs…

Offers five guidelines for teaching slow readers: (1) use age-appropriate content; (2) build background and highlight key concepts; (3) keep assignments short; (4) focus on only a few skills and strategies; and (5) practice the chosen objectives to achieve success. (MG)

Discusses thematic centers in which teachers select a theme and design of several classroom stations on the topic. Describes application of the technique in one Canadian class of six-, seven-, and eight-year olds, many of whom were English-as-a-Second-Language (ESL) students. Identifies characteristics of the technique. (SG)

Argues that, although a little daily practice substantially improves reading proficiency, reading should be viewed as only the beginning of the literature experience. Suggests that interactions with books can continue through many other forms of response. Annotates 22 examples of children's books that invite dramatization, writing, art, music,…

Sentence Verification Technique tests were administered to 151 third and fourth graders on 3 occasions over a school year. Results indicate that reading and listening comprehension can be measured with the tests and that the 2 comprehension modalities develop independently, with reading comprehension being more sensitive to instruction. (TJH)

Think cards, consisting of students' written verbalizations of reading comprehension strategies presented by the teacher, make students aware of the need for using strategies during the reading process and aid them in keeping track of alternative strategies. The paper illustrates incorporation of think cards into a reading lesson involving the…

Shares ideas that teachers can implement to increase the effectiveness of adult reading aides assisting them in the classroom, including communication strategies, joint instructional planning, classroom management procedures, constructive feedback, and staff development. (RS)

Outlines an approach for moving staff, parents, and children toward an emergent literacy perspective. Discusses how to (1) lay the foundation for new policy directions; (2) assess the literacy environment; (3) plan for essential experiences; (4) attend to skill development and program objectives; and (5) reassess emergent literacy programs. (MM)

Research-based classroom techniques and procedures for teaching reading to learning-disabled students are outlined, including teacher activities before reading, teacher activities during and after reading, methods for improving students' reading behaviors, and the impact of peers and family on pupil pursuits during reading. (MSE)

This article discusses how the processing, form, and content requirements of written language pose challenges to professionals trying to design and implement regular or remedial educational programs. Differences between oral and written language; influences of culture, value systems, and world knowledge; and structure and content interactions are…

This study examines whether the concepts held by teachers are communicated to students during instruction and if students' concepts of reading reflect their teachers' concepts of reading. Implications for teacher education are discussed. (IAH)

A five-step procedure is presented for using wordless picture books to encourage language development in hearing-impaired students. The students "read" the books, write the story ideas and illustrate the story, review the story for comprehension, and complete creative writing activities. A bibliography of picture books for elementary-level…