This study investigated the relationship of phonological awareness to learning to read. Australian first-grade children were tested for verbal intelligence, phonemic segmentation ability, and reading achievement. Path analysis revealed phonological awareness affected reading comprehension indirectly through phonological recoding. The development…

Describes how principals provided critical support for applications of the Reading Style Inventory to reading programs in five schools. These efforts resulted in significant improvements in reading achievement and interest among students. Suggests six practices principals can follow to help ensure success. (PGD)

Two classes of junior high school pupils were observed for two school terms to determine how they coped with the reading demands of the four main content areas--math, English, science, and social studies. (HOD)

Documents how a preschool child learns to read. Identifies what teachers need to know if they are to continue the reader's own discoveries and delight in language. (EL)

The kinds of meaning that children find in reading are discussed. When teaching young children to read, it is very important that teachers be aware of and take into consideration the child's viewpoint (RM)

Describes how news magazines were used successfully as supplements to teach civic literacy, vocabulary, and writing to college level reluctant readers. Contains two sample exercises. (HOD)

Describes a course in which a modified version of the Whimbey technique was used to teach verbal reasoning and vocabulary skills to minority high school students. (DF)

Describes a project in which underprepared college freshmen in a basic skills English class heard materials read aloud while they followed along in the text. Concludes that the students made gains in writing skills but not in reading. (FL)

The article reviews approaches used in the Kamehameha Elementary Education Program (KEEP) in Hawaii to increase reading skills of educationally at-risk Polynesian-Hawaiian children (K-grade 3). Whole class story reading lessons and small group reading comprehension lessons are described. (CL)

Presents the Language-Experience Approach (LEA) of teaching beginning and remedial reading, describing how it may be used in the science classroom. Provides step-by-step instructions on how to incorporate the LEA into science laboratory activities and gives tips on how to structure the class to accommodate different levels of readers. (JM)

Describes technique developed by the Barking Reading Project to judge relevance of visual sequential memory to reading. A study which used this technique to assess the effects of labelling strategy on sequential memory tasks is compared with alternative assessments, and results are discussed in terms of task analysis and structuralist approaches.…

Explains how parents and other volunteers can serve as reading teachers for elementary school children. Describes the organization, activities, and effectiveness of a parent volunteer reading program to help fifth and sixth graders in the Ruth Hill Elementary School in Lincoln, Nebraska. (SB)

Describes several storytelling activities that allow children to develop their speaking, reading, writing, and listening skills. (FL)

Reviews results of a survey of reading/study skills texts for college developmental reading courses. Offers survey-based recommendations for selection of texts. (FL)

Finds that sixth- and eighth-grade students were equally able to participate in discussions of books, answering many questions at interpretive and evaluative levels of thinking. (HOD)