Discusses five study skills areas that need to be stressed in working with women who have returned to college: time management, text study approaches, note taking, preparation for examinations, and taking examinations. (FL)

Examines various explanations for the lack of reading problems in Japan, including the nature of the Japanese written language, the interest of Japanese parents in teaching young children to read, the different perceptual processes involved in reading Japanese, and the quantity of Japanese publications suitable for preschool children. (FL)

Presents and discusses the resolution concerning reading material availability that was passed by delegates at the 1980 convention of the International Reading Association in response to pressures from special interest groups. (FL)

Discusses the role of reading in bilingual education and proposes that teachers in bilingual classrooms be grounded in cognitive development theory and practices. Concludes that once students have mastered English communication skills they will be able to transfer their thinking abilities into the second language without major difficulty. (FL)

Future efforts to assist with reading-disabled students should include: early identification and intervention, more effective differentiation of students, increased individualized instruction, an increase in specially trained personnel, and a greater variety of specialized materials. (JN)

Deplores the preoccupation with isolated skill teaching among reading teachers. Calls for reading competencies to be taught in the context of reading that has meaning, interest, and significance for the reader, and stresses the importance of instruction in the thinking strategies that contribute to mature reading. (ET)

Parents are urged to provide a superior education for their preschool children by encouraging the development of the first language in the home and by teaching the young child to read in at least one of his languages before going to school. (PMJ)

Describes a study in which seventh-grade students achieved higher scores on a cloze test after reading stories that contained their own names and those of people and places familiar to them. (MKM)

Cross-age tutors and tutees (n=122 children) felt that tutorial learning was most dependent on effort rather than ability factors and attributed positive learning consequences to their tutoring partner, but negative learning consequences to themselves. (Author/RL)

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)

Analyzes the way fairy tales reflect and clarify real-life situations, human behavior, and moral values, enabling children to contemplate powerful and urgent themes. (GT)

Suggests that teachers of developmental reading classes should not ignore the subjective side of reading development. (MKM)

Describes specific training, using taped readings, designed to prepare teachers to accurately assess the oral reading of students who exhibit dialect or second language influences in their speech. (MKM)

Discusses advantages--and a few disadvantages--of using social sight words (such as "sale,""stop," and "exit") in introducing young children to reading; suggests learning activities involving such words. (GT)

Presents sample passages from children's readers to show deficiencies in the coherence of such texts, particularly in the way they relate to accompanying illustrations. (GT)