Summarizes the benefits and limitations of the use of story grammars in the elementary reading classroom. Provides suggestions for implementation in the classroom. (ARH)

Twelve schools with higher reading levels than expected, on the basis of family incomes, were examined on 67 variables. Results indicated that schools achieving higher than expected were smaller, had lower pupil mobility, had teachers with more structured methods, and had principals and students with more positive reading attitudes. (JAZ)

Describes an evaluation model used to assess the effectiveness of a reading and study skills program at Washington State University, then suggests how it can be used in other reading and study skills centers.(FL)

Describes a process called narrative theater that involves (1) the exploration of texts and the stories likely embedded within them, (2) a learning process that involves the creation of drama contexts, and (3) the use of theater conventions. (SRT)

Analyzes the nature of the concepts shared and the manner in which they develop within the shared reading of five parent-child dyads. (FL)

Findings imply that while preschool children both enjoy and profit from listening to stories read to them in unelaborated fashion, they gain much more from observing and participating in the actions portrayed in the stories. (FL)

Concludes that young children of varying abilities, given an opportunity to experience reading as a visual and a thought process, take a more active role in their own learning. (FL)

The SOBR observation technique was used to observe reading instruction in special education resource room programs for mildly disabled students. Disabled and nondisabled students in regular classrooms were also observed. There were considerable differences in reading instruction across programs and students. The amount of reading instruction was…

Describes an action research project in which primary school teachers helped their minority group students attend to the cohesive elements of texts as well as the conceptual context. (FL)

Reports findings of a study that investigated the relationship between boys' reading ability and their use of specialized linguistic features in oral story telling. Contains transcripts of stories told by some subjects in the study. (FL)

Extent of curriculum bias was analyzed using seven standardized and criterion-referenced reading achievement tests. Bias was examined relative to five commercial reading programs at the third-grade level. Results indicated that the degree of bias varied widely depending on the specific test and program used for reading instruction. (Author/ABB)

Concludes that elementary school teachers have definite opinions concerning what should be taught in college and university methods classes and what should be incorporated into reading instruction in the elementary grades. (FL)

Shows that "Slicing the task"--reducing the amount of print a student has to read at a given time by inserting questions into the text--may be effective with good readers but not for poor readers. (FL)

Emphasizes the place of language arts in a bilingual education system in Nigeria, which combines English with up to 394 native languages, but notes that policy implementation varies in each state. (HOD)

Reviews the Curriculum Referenced Tests of Mastery that are intended to measure achievement, with the emphasis on measuring what a student has learned rather than predicting future success in school, concluding that the tests are worthy of consideration by any district. (HOD)