Examines six recent basal series and compares them to books used in older studies to find evidence of improvement in the portrayal of female characters. (JC)

Suggests that by using this chart, teachers can augment their reading program, and notes that the many publishers listed offer a wide range of materials according to difficulty level. (JC)

Suggests that reading educators need to change several pervasive attitudes in order to translate current reading research into more effective instruction. (JC)

Notes that Australian teachers are not following U.S. teachers in (1) the use of drill and practice computer software and (2) teaching programing and computer literacy. Discuses Australian teachers' use of the computer as a tool for accessing information, for enhancing creative writing, and as a news tool. (NH)

Reading is a tool for learning. The goal for the teaching of reading must be to produce lovers of reading. A holistic approach should replace exclusive dependence on basal readers. Effective methods are the following: (1) language experience approach; (2) word banks; (3) pattern books; (4) sustained silent reading; and (5) directed…

Analyzes the allocation of student time from the perspective of economic theory with an economic model that predicts a small increase in educational achievement relative to substantial increases in instructional time. Predictions are supported by empirical evidence. Policy consequences are examined. (MLF)

Reports findings of a study involving adult, college-educated Egyptians enrolled in English as a second language courses in Cairo. Concludes that students learning to read in a second language interpret materials in terms of their own culture, which affects their comprehension. (FL)

Describes three content area reading strategies, anticipation-reaction guides, text previews, and three-level study guides, that capitalize on cooperative small group learning and emphasize higher order critical thinking. (FL)

Reviews literacy and reading achievement trends over the past century and places the current debates in a historical perspective. Concludes that upgrading literacy skills now requires new initiatives by coalitions of educators, community groups, employers, and governments. (FL)

Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)

Indicates that textbook explication alone of causes of events is insufficient for acquisition and use of hierarchically organized knowledge; students must be taught how to construct text-based information into hierarchically structured form and use it for making predictions. (FL)

Examination of cognitive prerequisites for the acquisition of reading skills identified two kinds of conceptual representations of language activities--functional and technical concepts. English-as-a-second-language students can transfer these concepts to second-language literacy, but attention must be given to orthographic coding principles of…

Explains the use of the Dolch List in the lower elementary grades. (FL)

Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)

Describes a reading program for teaching study strategies in depth that integrates reading development with content area teaching. Recommends that course content teachers be responsible for reading development and that these teachers be offered instruction in teaching the strategies appropriate for study reading. (SRT)