Presents the author's perspective on why children deserve the opportunity to learn to read using high quality literature as opposed to basal readers. Examines (1) examples of good books; (2) ways to find the books; (3) benefits of reading aloud; (4) and advantages of literature-based programs. (MG)

Evaluates the effectiveness of the Sack-Yourman Developmental Speed Reading Course software program designed to increase reading rate and comprehension. Finds the software program effective in allowing students to quickly move from "chore" operations and didactic sections to "real" reading. Offers specific recommendations for…

Proposes the use of literary texts in the intermediate-level college second language course as a means of discovering tools for decoding and interpretation that will be useful to other language tasks. An approach to the introduction of texts includes preparatory exercises, discussion, and written analysis. (MSE)

Describes a computer program called COMSoft that was developed to make it easier for elementary school teachers to communicate with parents by generating personalized letters that correlate with the reading program. The effects of parental attitudes and involvement on student achievement in reading is discussed, and suggestions for further…

Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)

The progress of 138 elementary students with specific learning disabilities was followed as they were instructed using the Alphabetic Phonics curriculum. After 3 years, the curriculum produced significant progress in reading comprehension for average and above average students, though below average students did not advance substantially in…

Describes an informal spelling assessment that teachers can use to understand students' level of orthographic knowledge at the beginning of the school year. Reports that the results of this informal testing allow teachers to group students for word study and directed literacy instruction. (MG)

Deaf children need reading programs which emphasize comprehension of meaning rather than syntax and grammar. Successful reading programs can emerge when reading is viewed as a highly social experience, reading materials are meaningful and highly contextualized, and semantic processing in American Sign Language is used to assist reading in English.…

Reexamines what learning the alphabet means from the child's perspective. Draws from several case studies and other naturalistic examinations of young children as they learn to read and write to describe what young children learn about the alphabet. (MG)

Experiments involving a componential approach to analogy training were conducted with 36 fourth, 34 eighth, and 96 tenth graders. Results indicate a significant positive effect on all students' verbal analogy skills and no significant effect on fourth graders' inferential skills. In-class training and reading/language arts instruction implications…

The Reading Recovery Program offers individual reading lessons. Students are dismissed from the program when they reach a certain level of proficiency. A study of the errors made at entry reveals learning-disabled children rely on visual information and ignore supportive language, while other at-risk children utilize both. (VM)

Describes two models of childrens' literacy acquisition developed by research psychologists. Argues that these models make practical sense by embodying within them the notion that children use a combination of top-down and bottom-up processes to solve the problems of how to read. (RS)

Presents numerous whole language activities used by kindergarten teachers, including experience charts, dictated stories, student-written "books," and recipe writing. (RS)

Describes and evaluates a program based on Paired Reading. Reports that the program increased parents' involvement, while boosting childrens' reading ability and attitude toward reading. (NH)

Defends the author's "Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word Recognition Skills" (1987) against criticisms advanced by Sledge, Blot, and Delisle (1988). (Author/BJV)