Describes use of learning stations at elementary and secondary levels. Explains vocabulary, grammar, conversation, listening, reading and culture stations; materials and equipment for stations; management concerns. (BK)

Examines a sampling of current ESL reading instruction practices, addressing the concern that the lack of a generally accepted theory of L2 reading constitutes a major obstacle to teaching and testing ESL reading skills. Summarizes the results of two studies and discusses their implications for ESL teachers. (MES)

Impressive evidence shows individual bilingual Hispanic children from low-income backgrounds becoming biliterate in Spanish and English by first grade. Reading is presented to preschoolers as a game; they are first taught to read in Spanish and then in English. Parental participation is crucial. Impact differs according to starting age. (Author/CM)

Describes a reading program for seventh-grade students that was designed to smooth the transition from elementary school reading to junior high school content area reading. (FL)

Describes an all-school approach to developing reading and communication skills at a school for the performing arts in the Philippines. (MKM)

Transcriptions of 156 recordings of teacher/child interactions were analyzed and teacher verbal moves were described as pedagogical, asides, or providing feedback. The pedagogical moves were subdivided into areas concerned with welfare, directions, providing words, word recognition, phonics, and comprehension. (MKM)

Suggested are sight word activities which will help students recognize both language and mathematical symbols in reading materials. Activities described include context clues, structural analysis, phonic cues, and dictionary skills. (DS)

Argues that the responsibility for the productivity of teachers must be shared by preservice institutions, professional teachers' associations, the school, and the individual teacher. Lists in-service activities used in a specific school district and presents a brief account of a review of reading-related language activities undertaken in that…

Discusses teacher accountability and suggests that teacher educators might take the initiative through encouraging evaluation at a number of levels, through better research, and through more broadly based programs of development. (FL)

Offers a rationale for the practice of elementary school teachers reading frequently to their students and discusses guidelines for book selection and for planning read-aloud sessions. Includes a bibliography of read-aloud books. (FL)

Once bilingual students have reached an elementary level of reading competence in their second language; a step-by-step procedure can be followed to improve their reading skills through exercises and techniques which develop reading speed, vocabulary, and comprehension. (SB)

Five contributors separately discuss (1) a formula for describing the anticipatory process in reading; (2) a combined reading, writing, and comprehension exercise that proved popular with rehabilitation students; (3) an adult education project involving reports on recreational reading; (4) limitations of the Fry Readability Graph; and (5) a method…

The effects of visual and auditory process training on reading achievement were explored with 24 learning disabled elementary age students assigned to three treatment groups (auditory training and reading group, visual training and reading group, and reading only group). (Author/PHR)

In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

Discusses research on language development and the conditions that facilitate and inhibit language learning; discusses the basal reader approach to language development and proposes spontaneous talk as an alternative format for teacher/student interaction and language development. (HOD)