This awareness survey lists resource materials which the teacher-librarian team may find useful in individualized Instruction. (MF)

Presentation at the Deutscher Neuphilologentag on March 31, 1970 in Munster, West Germany. (WB)

Compares 512 second and fifth graders' oral main idea responses to three paragraphs read silently and concludes that main idea responses increase in quality across grade level and that responses to paragraphs differ according to content. Bibliography. (MD)

Quoted are policies adopted by the Board of Education, Region 13, Middlefield and Durham, Conn., regarding book selection practices and instruction about issues which are controversial. (RD)

Analyzes the reading process and deals with techniques and procedures to improve reading skills and to teach predictabilities in order to aid comprehension. (EKN)

Concludes that many third- and fifth-grade students in Oklahoma have not read many of the Newbery Award-winning books. (FL)

Researchers from the Center for the Study of Reading at the University of Illinois assert that inadequate reading textbooks and the failure to teach reading comprehension in the primary grades contribute to reading comprehension problems in the upper grades. Shortcomings of textbooks are specified and methods for teaching reading comprehension are…

A children's book editor explains how manuscripts are evaluated. The "best" fiction must be a product of an author's deep insight and exhibit fine writing style, creative and far-reaching vision, and story-telling ability, while blending the reality of today with a bit of the possible tomorrow. (PP)