Describes a reading workshop for at-risk high school students that incorporates self-selected reading, journal responses, and minilessons about comprehensive strategies, authors, and writer's craft. (SR)

Describes whole-language activities (including using predictable books and rewriting of literary and poetic patterns) used for teaching reading and writing in a Kansas middle school. (PRA)

Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)

Three experiments evaluated the use of choral and individual responding in teaching word reading to four students (ages 10-13) with moderate mental retardation. The experiments indicated that the effects of choral and individual responding interact with the ratio of exposures to stimulus and with the ratio of opportunities to respond in the two…

Two blending strategies for decoding words (pausing and not pausing between successive sounds) were compared with nine preschool children. Once mastered, segmenting by not pausing engendered high and sustained levels of word identification. Other findings indicated that sound identification abilities were necessary but not sufficient for decoding.…

Presents a new perspective on helping children promote independent functioning. Suggests a theory of instruction for teachers who wish to develop with their students an understanding and appreciation of the concept of integral setting when reading fiction. (MG)

Identifies quantitative research regarding whole language. Includes studies on preschool literacy, literature and basal reading, at-risk first grade children, whole language and traditional approaches to beginning reading, students' writing ability, whole language and older students, and implementation. Concludes that whole language may be more…

Demonstrates how a real first grade teacher in a real classroom covers district objectives for reading and language arts within the context of a whole language philosophy. Illustrates how the teacher recognizes the needs of the students and encourages them to participate in making decisions about what activities are included in the unit. (MG)

Shares the results of two studies on the Possible Sentences strategy which indicate that the strategy can be as effective, if not more so, than semantic mapping in teaching vocabulary and fostering recall information. (MG)

Describes the modification in one kindergarten class of Sustained Silent Reading (SSR) to Sustained Loud Reading (SLR). Describes children's excited interactions with and sharing of books. (SR)

Examines six professional resources which clearly specify beliefs and practices relative to reading and writing connections. (MG)

Presents four learning activities: reading strategies for non-English-speaking students; reading and writing limericks; "word splash"; and shadow puppets. (MG)

Offers guidelines for using literature in the primary classroom. Shares the experiences of first graders with the book "Owl Moon." Notes that it is important to retain the essence of the story--to demonstrate for young readers how readers connect with books. (MG)

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…

Describes sentence collecting, an activity in which students do outside reading that may include content area textbooks, and bring to class interesting sentences found in their reading. Maintains that sentence collecting helps to model reading as a dynamic cognitive and social process in which readers participate actively. (SR)