Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)

Argues that resisting reading, a kind of reading learned from recent feminist literary criticism, is a way of ensuring that learning about a foreign culture does not lead to the destruction of one's own identity. Students can read texts they are not sympathetic with because understanding does not mean accepting. (Author/VWL)

Beginning braille readers may benefit from an integrated-literacy curriculum which reflects the interrelationships of oral language, reading, and writing, and stresses the pleasurable and purposeful aspects of literacy. Integrating braille materials into daily curriculum activities can assist students to make the read/write connection and to begin…

Offers 10 suggestions for literacy educators' rights, noting that they should serve as points for discussion and action. Explains that these rights place the responsibility for literacy lessons on the teachers, where it belongs. (MG)

Although students in African secondary schools have to read English-language texts to study many subjects, their previous English-language lessons and texts focus on a kind of literary English that does not adequately prepare them for reading English-language texts on a variety of subjects. (22 references) (CB)

Describes how Japanese teachers present written language using the observations of 40 kindergarten and primary classrooms. Discusses the process in terms of classroom organization and instructional practices as well as the influences of the Japanese language and culture. Recommends effective aspects of this process and identifies those U.S.…

A model is proposed integrating curriculum based assessment and the "suspicion of disability" standard of the Education for All Handicapped Children Act (PL 94 142) in the identification of students with reading problems. The model is founded on the developmental, corrective, and remedial strands of reading, and requires documentation…

This study investigated the effects of manipulating design features of a computer-mediated text system, using 45 hearing-impaired subjects in grades four-six. A system design using motivational activities facilitated vocabulary knowledge and writing performance. Also analyzed were use of extrinsic motivational activities versus intrinsic, and…

Describes literature study groups in which students choose the adolescent literature books they wish to read, write down their thoughts in journals, and share their reading experiences in discussion groups. Notes that students respond favorably, actively involving themselves in reading and discussing books. Discusses the problem of evaluating…

Processes and outcomes associated with Reading Recovery and Success for All reading instruction programs were studied for first graders in 3 schools (n=184). Reading Recovery strongly benefited tutored students, but Success for All was more beneficial for special education students and untutored students. (SLD)

Eight curriculum guides are provided for music and social studies; reading/language arts/social studies; reading/language arts; science; science/art; social studies. Objectives, resources, grade level, activity procedures, evaluation and follow-up suggestions are outlined for each activity. (JKP)

The article explains how elementary teachers can strike a balance between whole language and traditional approaches to reading instruction, describing successful programs and sharing several teachers' suggestions for combining the two methods in the classroom. A list of reading resources is included. (SM)

Students (n=12) in a self-contained elementary class for students with learning disabilities were taught using instructional conversation (IC), a teaching method in which students are engaged in interactions promoting analysis, reflection, and critical thinking. IC promoted oral participation and interactions among students and provided a holistic…

This paper discusses the Thai reading curriculum in use at the Foreign Service Institute, focusing on the development of the Thai curriculum over the past four years. It describes the instructional materials used in the program, activities developed to accompany the materials, and suggestions for improvement. Feedback from instructors and students…

The use of the Peabody Classwide Peer Tutoring (CWPT) method to accommodate diverse learners, in conjunction with curriculum-based measurement (CBM), is discussed. Peabody CWPT activities and CBM use in reading are addressed, and a case study illustrates how Peabody CWPT can be adapted based on CBM data. (SW)