Explains the whole language teaching strategy. Shows what to expect in classrooms of whole language advocates. Describes curriculum guides based on the approach. (EL)

Concludes that teachers' perceptions of reading enthusiasm do not always match those of young students, and many times may be based simply on reading achievement. Suggests that reading attitude and achievement may be two separate entities in the early stages of learning to read and that they should perhaps be treated as such by reading educators.…

Describes a program designed to train parents to help in their children's literacy development. Examines the typical parent enrolled in the program and explains how teachers can use program information to better meet the needs of students with literacy deficiencies. (EL)

Discusses whether it matters if the print of materials that young children read differs from the style of print that they write. States the desirability of providing children with reading experiences that expose them to a variety of typefaces. (EL)

Describes the instructional activities involved in Student Activated Vocabulary Instruction--a method of instruction involving three phases: conceptual assimilation, lexical refinement, and expression. (HOD)

Demonstrates how readers' use of cohesive ties can be examined as part of a miscue analysis. Suggests types of differences in miscue patterns between third grade students of different reading proficiency. (EL)

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)

Concludes that the test represents a carefully designed, standardized, norm referenced instrument for children aged 6 to 14.(FL)

Describes a computer-based methodology that obtains simple timed responses to sets of words and word-like nonsense items, then presents pilot data depicting estimated vocabulary knowledge and relating it to word frequency and decision response time. (FL)

Supports findings from earlier research showing that older students are more aware of organizational structure, more precise in assessing information, and better able to deal with logical relationships than are younger students. (FL)

A replication of D. Durkin's classic study of comprehension instruction reveals that the study has had profound effects on the way reading is now taught. (FL)

Offers suggestions to help teachers plan for more effective conferences with parents. (FL)

Describes how two college professors showed their undergraduate students how a whole language classroom works. (FL)

Concludes that, at the beginning of their school careers, children are quite different as far as reading and writing are concerned, and that there are certain universal prerequisites to reading and writing that may be termed "metalinguistic skills." (FL)

Shows how conceptions of literacy in reading have changed and what sorts of instruction best suit each conception. Identifies four conceptions of literacy: (1) decoding, (2) structural comprehension, (3) elaborative comprehension, and (4) critical thinking, and argues that each is best allied with a certain form of instruction. (FL)