Argues that an essential factor in becoming literate is young children's developing an understanding of the registers of written language. Examines the reading-like behavior of a prereading kindergartner. (AEW)

Reviews some of the current definitions of literacy and suggests that an expansion of the definitions is needed, based on information gained from interviews with adult remedial readers as they describe their reading needs. (SKC)

Describes story impressions, a prereading activity that uses story fragments in the form of clue words and phrases to help readers activate schemata by building anticipatory models of the text prior to reading, then allowing the reader to confirm or modify the model as the details of the actual story are encountered. (SKC)

Describes 10 ideas for using recitation to strengthen reading comprehension, including: (1) what did I just say? (2) one thing I learned today; (3) student-generated test questions; (4) guess what will be on the test; (5) where is it located in the book? (6) teacher show and tell; (7) inquiry training; and (8) what's the big idea? (SKC)

Notes that many students enter higher education without basic skills for understanding texts, and presents three strategies for framing and answering questions about text to enable students to engage actively with the content. (SKC)

Investigates the effects of four types of prereading activities on comprehension of Australian fifth grade students: (1) irrelevant tasks (control); (2) pictorial introductions to the subject; (3) content-directed questions; and (4) free-association to the passage's titles. Determines that, although the pictorial introduction group performed best,…

Two "sacred cows" inherent in reading instruction for disabled readers are rejected: Disabled readers must be taught with simple reading materials, and most teaching time must be spent on reading skills. Two case studies illustrate the teaching of decoding skills and "dyad reading" of books selected by the disabled reader.…

The whole language philosophy of teaching reading and writing is outlined and related to children's acquisition of oral and written language. A typical whole language classroom is described, along with the roles of the teacher and students. A chart contrasts whole language theory with more typical methods of literacy education. (Author/JDD)

This review of cognitive development research in the area of computer-based reading instruction focuses on reinforcement and instructional objectives. Differences between extrinsic and intrinsic reinforcement and motivation are discussed, types of objectives and learner characteristics are described, and implications for instructional design are…

Suggests ways in which parents and teachers can work together to improve the reading development of children. Presents results from a survey which examined parents' knowledge and beliefs about reading, and indicated the need for more parent-teacher interaction. Recommends parents make a conscious effort to reinforce the school's reading program.…

This discussion of assessing students' reading abilities focuses on the need for developing better tests and better interpretation of test scores. Criterion-referenced tests versus norm-referenced tests are described, highlighting the Degrees of Reading Power and Metropolitan Achievement Tests: Reading, and the need for assessing the reading…

Suggests linguistic guessing strategies designed to help older students with reading problems. (FL)

Based on response categories of the Classroom Activity Recording Form, instructional behaviors of 30 teachers of mildly retarded and learning disabled elementary students (N=122) were used to predict reading achievement gain on the California Achievement Test. Time spent in teacher questioning was the single best predictor of achievement gain.…

Recounts the use of: (1) a game of reading trivia to review a unit in reading, (2) a reading-related art activity that emphasized the importance of following directions, and (3) the assignment of a research paper in a remedial curriculum. (NKA)

Concludes that teacher enthusiasm training is effective in increasing levels of observable teacher enthusiasm and that teachers so trained had an effect on their students' attitudes toward reading. (FL)