Describes the development of a program for teaching preschool children to read and write using microcomputers in the Oakville, Ontario public library. (CHC)

Offers suggestions from eight contributors, including (1) activities for speedy readers, (2) conducting a "reading roundup," (3) improving children's math vocabulary, (4) teaching syllabication, (5) displaying student work, and (6) ideas for parents of beginning readers. (FL)

Presents suggestions from five contributors including how to develop middle school students' library skills, teaching early reading through materials from a fast food restaurant chain, and ways to conduct student evaluation of teachers. (FL)

Shows that proper usage and understanding of Black English vernacular among teachers helps to create positive self-image in Black students and aids these students in learning to read. (DA)

Argues that concepts of literacy develop gradually and that in a natural language environment, saturated with good stories, meaningful conversation, and abundant writing materials, the process can begin even before a child goes to school. (FL)

Reports data gained from observations and interviews with reading teachers and administrators in Mexico concerning teacher experience, classroom environment, teaching methods, and materials used in reading instruction. (FL)

Finds support for the concurrent validity of miscue analysis as a measure of the silent reading processes of elementary school students with respect to the dimensions of syntactic and semantic strength. (FL)

Presents five instructional techniques: (1) Exercises based on ads for computerized marriage arrangements; (2) analysis of missing person ad, including comprehension and writing exercises; (3) construction of a labyrinth game in class; (4) classroom game requiring reconstruction of a text; and (5) use of comic strips to teach argumentation. (AMH)

Considers the role of oral language in reading and its implications for the primary grades teacher. Provides a number of activities that integrate reading, speaking, listening, and writing. (FL)

Reports how a teacher developed practical methods for raising the reading scores of low ability, learning disabled students. (RL)

Identifies 10 areas that are vital to successful remedial reading instruction and offers specific suggestions of ways to ensure success in each area based on a theoretical view of reading as an active, thinking process influenced by a child's conceptual abilities and language experience. (FL)

This article explains to teachers how they can identify their personal modality strength (auditory, visual, or kinesthetic) and how this orientation affects their classroom style. Techniques are also suggested for providing reading help to auditory, visual, and kinesthetic learners. (SJL)

To counteract negative effects of television watching on children, ways to help students become critical viewers are suggested and recommendations for the use of television as a stimulus for reading are made. Success depends upon teacher inservice education and knowledge of advances in video technology. (DC)

The author proposes four steps to improve reading and writing skills instruction in secondary schools, in line with the call for a return to "basics" in the CBS television special "Is Anyone Out There Learning?" All articles in this journal issue comment on this television program. (SJL)

Concludes that training in oral language skills may be critical to improving the reading performance of beginning readers. (FL)