Concludes that providing black children with the inspiration, correct environment, and materials can allow them to express themselves in the ways they know best. Offers suggestions for teachers working with dialect speakers and a list of reading materials. (FL)

Describes an individualized reading program called First Reader, which allows student tastes to be used and offers a nonthreatening environment in which to talk about a novel. (CRH)

Provides sources of aid and encouragement for parents of children of all ages who want to help their children develop positive attitudes toward reading and sharpen their reading skills. (FL)

Reports on a study that investigated the changes in roles and activities of reading specialists in an in-class program as compared to the pull-out program they had previously run. (FL)

Describes a "Talents Unlimited" program, based on the work of Calvin Taylor, that was used successfully in a class of fifth-grade remedial readers. Includes some of the activities devised by members of the class. (FL)

Concludes that less proficient readers, in general, are less able to use graphophonic cues and may rely more on contextual cues than proficient readers.

Describes ERIC materials that include a range of exercises involving photography, adaptable for most age groups, linking both reading and writing. (HOD)

The primary question raised in two experiments was whether instructing fourth-grade students about different sources of information used when answering comprehension questions would enhance their performance on a comprehension test. The answer was yes. (HOD)

Describes the evolution of a phonics-basal elementary reading program in a rural New Mexico school district and the resulting improvement in reading. Notes the conditions in which changes initiated by the district and the Follow Through sponsor occurred. Explains monitoring and evaluation advances. (SB)

Describes public library materials appropriate for adult literacy students and suggests methods of incorporating them into instruction. (AEA)

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)

Concludes that an age change in the differential retention of relevant and irrelevant information, when questions are known beforehand, is not necessarily contingent upon a similar age change in attention allocation, as measured by the recorded viewing time. (FL)

Reports that, as a group, elementary school teachers in one large school district felt that they must teach beyond the basic textbook to enable gifted students to reach their potential. (FL)

Concludes that Round Robin Reading is a widely used method of teaching science and social studies in the intermediate grades. Discusses the effects of this method of instruction and provides alternatives for it. (FL)

Describes a New York City program in which reading and social studies teachers work together to improve students' language abilities while they learn the required course content. Credits an inservice program with paving the way for the cooperative effort. (FL)