Describes some of the components of the West German approach to beginning reading and writing instruction. (FL)

Compares Danish reading instruction methods to U.S. methods within a cultural context and suggests that U.S. children might benefit from the more relaxed attitude of the Danish approach. (JC)

Describes the Directed Reading-Writing Activity (DRWA) as a framework that helps high school students write about the information they acquire through reading. Discusses how the DRWA's three steps--preparation, involvement, and reaction--extends the thought processes associated with reading comprehension into effective writing. (AEW)

Offers an appreciation of "Tuck Everlasting," a young adult novel by Natalie Babbitt, which deals with death and the purpose of life, and recommends it particularly for reading aloud in the classroom. (NKA)

Attempts to establish a practical approach to teaching the various meanings of the German verb "handeln". Exercises that aid advanced students in understanding the verb's meaning include a complete list of all possible meanings of the verb, as well as sample sentences using the verb in a wide range of contexts. (LMO)

Uses a small-scale attitude survey to assess children's attitudes to the way reading is taught in England, and examines possible alternatives to existing practice. (RS)

Investigates the effects of prediction strategies and predictable materials in teaching ethnic Chinese children in the United States to read in Chinese. Shows that the use of predictable materials and prediction strategies resulted in good responses by the beginning Chinese readers. (MM)

Analyzes transfer of language skills from Shona to English in rural primary schools in Zimbabwe to determine appropriate time for introducing reading in English. Analysis of data indicated little evidence of transfer of language skills between languages and suggests a delay in the introduction of L2 reading. (Author/LMO)

Summarizes some of the criticisms which have been directed at basal instruction. Discusses how whole language approaches enhance the ability to teach children to read, and engage students in a democratic and democratizing educational experience. (MS)

Describes various activities designed for use in the reading classroom, including (1) cooperative learning activities; (2) reading and writing activities; (3) ways to improve comprehension; and (4) ways to encourage independent reading. (FL)

Describes ongoing research aimed toward finding a minimum discourse grammar to help Brazilian students learning English for special purposes to cope with the sort of texts they have to read in their own disciplines. The research has involved review of scientific philosophy, a reading miscue study, and a comparison of English and Portuguese…

Indicates that use of two microcomputer word recognition programs led to substantial increases in word recognition/decoding skills and to substantial improvements in comprehension at the word and proposition/sentence level, but to no improvement at the passage level. (NKA)

When parents of learning-disabled nine- to eleven-year-olds (N=12) used a teacher-made game for a home program designed to provide additional practice on reading vocabulary lists, a clear and positive relationship was found between the number of minutes spent playing the game and the number of words learned. (CB)

Contends that children need to learn phonic skills, not necessarily through early direct teaching, but through reading experience. Suggests using Paired Reading, which is validated by psycholinguistic reading theory and provides opportunities to learn to read from context and use innate syntactic and semantic knowledge. (SKC)

Explains how to ask questions that will help students focus on structure and better understand expository text. Notes that because students must make both internal and external connections to text structure, teachers should ask questions which prompt students to identify the relationships among ideas in a text so that meaningful learning can…