Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)

Cloze-like exercises are effective and integrative tasks that allow students to operate meaningfully on authentic foreign language materials. Examples are presented of several exercises, including: predicting content from fragments, focusing on syntactic (rather than lexical or semantic) issues, and restoring deleted markers of function and…

Reinforces the idea of the importance of home influences in early reading behavior. Reveals a significant positive correlation between the literary environment of the home and the "literacy set" of a child in a preschool setting. (FL)

Examines some of the intentions that guided research into story structure, considers some of the validity problems inherent in the research, and outlines some flaws in instructional practices resulting from misinterpretations of it. Concludes with some suggestions for using story structures as a teaching tool. (FL)

Suggests that most administrators accept student test scores as the appropriate goal of reading programs and centralized planning and use of commercial reading materials as the appropriate means for reading instruction, while most teachers seek more effective and communal goals and more autonomy concerning means. (FL)

Discusses the role of the English teacher in teaching reading. Concludes that successful instruction is comprised of interaction between students and the teacher, sound methods, and appropriate materials. (FL)

Traces chronology of Indian education from 1492-present, providing foundation for exploring impact of school-community conflict on literacy and understanding of alternatives to current instructional practices. Recommends Indians become working part of schools by evaluating current institutional programs for cultural relevancy and evaluating…

Reports on an intervention study that trained teachers to be explicit when teaching low reading groups to use reading skills strategically. Concludes that use of the training techniques produced significantly greater student awareness of what was taught but no significant gains in achievement. Copies of the teacher and student rating scales used…

Explains how a five- to seven-minute daily reading of popular children's books fostered aural comprehension and literary appreciation in students. (HOD)

Describes criteria used for selecting learning/study skills textbooks for college freshmen in a required developmental reading course. Contains a checklist used to analyze 47 major textbooks. (FL)

Discusses the fallacy in the Procrustean approach of fitting reading instruction to reading theory. (FL)

The article presents an examination of the tenets of nonbiased assessment, an evaluation of tests for assessing Mexican-American students reading skills, and a discussion of research relevant to reading instruction programs for limited-English proficient students. (Author/DB)

Discusses the popularity of adventure games in computer assisted language learning and attributes the success of this format to the Input Hypothesis and the Affective Filter Hypothesis. Criteria for the instructional evaluation of these games are presented. (Author/SED)

Results do not support the contention of textbook publishers, presidential commissions, and some educators that the reading difficulty level of English, science, or social studies textbooks has eased considerably in recent years. (FL)

Concludes that the level of categorization from which a word is drawn affects its learnability as a sight word. (FL)