This book was written to answer the questions most frequently asked by teachers who need information and suggestions in specific areas of reading. The material is organized in three main sections: readiness and beginning reading, intermediate reading, and reading for the academically or culturally different child. Each section includes study…

This first level social studies text, designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, Selawik, and Shungnak, names a number of objects typically found in the home. Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the back and is…

This first level social studies text, designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, Selawik, and Shungnak, is a story about a little girl's activities in her home. Each page of text is illustrated with a black-and-white drawing. (CFM)

This first level social studies text, designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, Selawik, and Shungnak, is about objects that can be found in a classroom. Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the back and is not…

This first level social studies text, designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, Selawik, and Shungnak, is a story about a child who goes shopping. Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the back and is not…

Presented is an evaluation of a program providing physically handicapped and mentally retarded children (4-21 years old) in 19 special educational facilities in New York City with an intensive remedial program in reading and mathematics. The program, involving instruction by paraprofessionals of a minimum of 1/2 to 1 hour each week for a total of…

Presented is an evaluation of a program providing mentally retarded students in two occupational training centers who were two or more years retarded in reading and/or mathematics with individual or small-group instruction supplementing the basic program. It is noted that 110 participants were given 2 hours, 15 minutes a week instructional time by…

This guide has been created to accompany the Lancaster, Pa., School District's Bilingual/ESL Reading Assessment Materials. The guide includes reading tests and information about how the tests were made, about how to give and score the tests, and about how to use test results. The tests are designed to help the teacher monitor changes in students'…

Reviews a two week teacher workshop addressing the problems associated with the science teacher's responsibilities and techniques to teaching basic reading skills in science classes. (SL)

Describes a reading methods course in which secondary teacher trainees in all content areas are helped to discover the need for teaching reading at the secondary level and to learn methods for teaching reading skills. (GW)

Indicates that low-reading ability students of teachers trained how to make decisions about when and how to explain the mental processing associated with using reading skills as strategies were more aware of lesson content and of the need to be strategic when reading and scored better on several measures of reading achievement than did students of…

Analyzes teacher beliefs concerning academically at risk students in inner urban schools. Categorizes teacher beliefs on the following two dimensions: (1) whether teachers believe some type of instructional assistance could improve achievement or whether they ignore low performance; and (2) whether teachers assume the responsibility for improving…

Describes the reading development of a child of average mental ability but with visual memory, auditory memory, and auditory discrimination problems. Concludes that instruction should be tailored to the child's level of development in order to maintain the child's positive attitudes and to progress in reading and writing achievement. (SRT)

Evaluates the Portage Guide to Early Education, making recommendations for its future development. Reviews outcome studies that provide evidence of developmental acceleration for mildly delayed children. Argues that a wider range of dependent variables must be considered to accurately assess Portage's impact on both child and family. (JD)

Suggests that children's literature used skillfully in tandem with textbooks makes the content curriculum more palatable, comprehensible, and memorable. Offers several teaching ideas. (FL)