Discusses the effects of the grading standards of the National Criteria on Reading and stresses the importance of teaching children to enjoy reading and to appreciate literature. (DF)

Offers a plan for organizing and implementing a schoolwide reading week entitled, "Drop Everything Else, Read" (DEER). Presents explanations and directions for eight reading activities which focus on animals. Includes materials that can be duplicated and used by students as bookmarks and certificates. (ML)

Dr. Jeanne S. Chall discusses her research on the stages of reading development from prekindergarten through college and its implications for classroom teaching. (MBR)

Includes six short articles (one written in French) which describe classroom activities to aid English as a second language learners in writing, reading, and speaking. The activities include use of the telephone, brainstorming, games, and videotaped material. Each is geared to a specific age and/or ability level. (SED)

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)

Describes SPAWN, a technique for helping teachers make writing assignments in which students must first read, then integrate information from reading with their background experiences, to produce a piece of writing. (FL)

Indicates that certain items in reading comprehension tests are not measuring for hearing impaired students the particular reading skill they are intended to measure. Argues for a word/idea association strategy as the explanation for this and briefly discusses its relevance for testing and educating the hearing impaired. (FL)

Reports findings of a survey of elementary school children concerning their preferences when being read to by others. Gives their responses to the survey's 11 questions and draws recommendations from them. (FL)

Describes in detail a procedure that teaches childen to integrate two word identification strategies--use of contexts and phonics. Reports on a study showing the effectiveness of the strategy. (FL)

Suggests a variety of formats for scheduling a secondary school reading program to meet the diverse needs of both students and content area teachers.

Describes activities to promote the integration of the right and left hemispheres of the brain that improve the attitudes of remedial readers. (AEA)

Investigates the development of children's metacognitive knowledge about reading, its relationship to reading performance, and the influence of using two different interviewing techniques for eliciting information about reading. (FL)

Discusses the application of meta analysis to six areas of science education research and notes the absence in all of the research of any substantial reference to the act of reading. (AEA)

Describes a six-step technique that capitalizes on children's experiences and interests while providing structure and redundancy within a creative framework to maximize sight word acquisition. (FL)

Presents a series of 10 true-false statements pertaining to dialect, then discusses the correct answers. (FL)