Examines group and individual differences arising from strategy instruction. Finds support for strategy instruction for at-risk students. Finds also that students' motivation can influence their use of the instruction they receive. Raises critical questions regarding the role of motivation in strategy instruction and use. (RS)

Examines the research on one of the newest labels in the field of reading disabilities: attention deficit syndrome. Argues that such labels do little to help teachers plan instruction and can be harmful. Discusses the current diagnosis for this syndrome and the behaviors generally associated with it. (HB)

Studies the effects of visual elaborations on the cognitive processes of adult learners. Compares the effects of two types of visual elaboration strategies on immediate and delayed recall. Suggests that the incorporation of visual elaboration strategies produces a greater depth of processing, leading to better recall. (HB)

Analyzes the use of graphic aids in electronic texts by using four conceptual differences distinguishing printed and electronic texts. Proposes that these four differences can act as a theoretical framework informing the use of such graphic aids. Discusses the need for and the ramifications of such a theoretical model. (HB)

The whole-language approach is seen to be applicable within communicative language teaching for young Indonesian students. The goal of teaching English in Indonesia is to teach students to read effectively, and whole-language instruction allows them to read immediately. Examples of reading activities are given. (Contains nine references.) (LB)

Discusses the problems inherent in the teaching of young adult literature courses. Describes a collaborative project designed to allow preservice English teachers access to younger students to get a better idea of student reading interests. (HB)

Discusses concerns about the current state of elementary school reading programs. Suggests specific ways these programs may be improved for the benefit of children and society. Discusses priority of reading in the schools, beginning reading programs, remedial reading programs, staff development programs, and the incidence and quality of…

Assesses the educational history and current reading proficiencies of nearly 4,000 high school seniors in 10 states. Finds clear, consistent, and positive differences associated with receiving kindergarten reading instruction. (RS)

This article proposes that meaning and form (the sound-letter correspondences) are both important in beginning reading, but that initially they should be taught separately. Support for this position is provided, and a two-stage model of preliteracy development is offered, with the first stage emphasizing meaning and the second stage emphasizing…

Two teaching methods were used to enhance the use of cognitive reading strategies among 89 Hispanic bilingual students in grades 3 through 5. Although there were differences in the use of cognitive reading strategies by grade and treatment group, instruction in cognitive strategy use decreased the use of weak reading strategies and was more…

Several key principles for planning an early literacy curriculum are discussed, including finding and using children's "funds of knowledge," building democratic communities in early childhood settings, honoring diversity among children and teachers, and finding strategies that effectively engage children. Finally, above all else, the…

Fifty-three children (ages 9-13) with dyslexia completed a summer tutoring program that emphasized word-building skills. Children who received piracetam (a purportedly memory-enhancing drug) did not improve more than nonmedicated children in any aspect of reading. Children subtyped as "phonetic" improved significantly more in…

A study found that both paradigmatic and syntagmatic aspects of text were important for signifying meaning of text in the reading comprehension of 102 Australian students at 3 age levels (10, 12, and 14 years). Underlying comprehension problems was a lack of prior experience of text topics. Reading preparation through developing shared meanings is…

Research on emergent literacy is applied to children with severe speech and physical impairments (SSPI). Factors shown to have the greatest influence on emerging literacy skills are identified, as are diverging experiences of young children with SSPI. Intervention strategies suggested for these children include increasing access to books and…

Teachers encouraged children in an intervention group of Mexican two year olds to talk about picture books and provided feedback for children's language use. A control group received arts and crafts instruction. Differences favoring the intervention group were found on standardized language posttests and some measures of language production. (BC)