Based on the assumption that the characteristics of communicative language teaching (CLT) have not been clearly defined because CLT needs a new metaphor to describe it, some characteristics of what that metaphor might be are discussed. Reviews some ways in which CLT guides classroom practice and offers directions for future research. (SED)

Points out that in order for parents to support new educational approaches in teaching reading and writing, they must understand these methods. Describes successful ways to inform and involve parents in their children's literacy learning. (EL)

Reviews recent research suggesting that teachers may unintentionally perpetuate social class stratification during reading instruction. Explores possible solutions to the unequal treatment of social classes during reading instruction. (HTH)

Summarizes the results of research on oral and written language processes and lists problems with computer software that does not reflect that research. (AEA)

Concludes that, contrary to what some literature suggests, the university supervisor is still perceived as playing a vital role in preservice teachers' professional development. (FL)

Shows how the reading teacher can use television as a complementary resource and can transfer to his or her classroom some of the popular formats from "The Electric Company." (EL)

Reports findings of a study in which third-grade students gave reasons why children and adults should read. Reveals that the children saw reading as a utilitarian activity both for children and adults. (FL)

Argues that since the successful teaching of reading does not depend on materials and schemes alone, a teacher who fails to acknowledge cultural factors that influence a pupil's ways of knowing will achieve only limited success. (EL)

Examines how much and what kind of reading comprehension instruction is provided in the student textbooks and teachers' editions of five social studies programs at the fourth- and sixth-grade levels. Concludes, among other findings, that direct instruction in skills is rare. (HOD)

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

Draws from the work of J. Kinneavy to identify text superstructures that are considered organizational patterns within larger structures: literary, expository, persuasive, and expressive writing. (HOD)

Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)

Reviews literature on cross-cultural reading, interlanguage, and story grammar against the theory of contrastive rhetoric, and considers implications for teaching reading to advanced second language students. The conclusion is that comparative rhetoric demands levels of cultural sensitivity in teachers that transcend any one theory or approach.…

Summarizes research conducted at the Center for the Study of Reading at the University of Illinois and points out what it means to daily reading instruction. (FL)

Discusses ways fictional characters can help children develop reading habits and overcome reading frustrations. (FL)