Reports on a study to validate the use of the Picture Potency Formula for predicting the extent to which pictures will stimulate story production. Twenty-four children were asked to tell stories about pictures rated by the formula as being high, medium, and low potency pictures. Discusses potential uses for the formula. (FL)

Concludes that the affective goals subscribed to by many alternative high schools do have positive effects on some of the attitudes toward school, self, and others held by students, but that there is no relationship between measured attitudes and reading improvement. (FL)

The connections between language, reading, and cognitive development are considered, along with a method of teaching reading to young hearing impaired children. Principles underlying the Mount Gravatt Research Project in Australia that developed language based reading books for normally hearing children (2.5 to 6.5 years old) are examined. (SEW)

Argues that composing and comprehending are process-oriented thinking skills that are basically interrelated, and suggests ways that these skills can be taught. (JL)

Contains teaching ideas dealing with (1) using children's television knowledge to develop reading and thinking skills, (2) novels, (3) science reading, (4) developing intonation, (5) motivating reading, (6) promoting story writing, and (7) the silent "e." Reviews one book dealing with writing instruction. (FL)

Describes a study that explored third- and sixth-grade students' ability to comprehend main ideas after reading natural expository passages taken from their social studies textbooks. Concludes that the children had much difficulty comprehending the passages' main ideas. Offers suggestions for content area teachers to improve reading comprehension.…

Concludes that the reading interests of Mexican-American students differ little from those of other American students. (FL)

Teachers can capitalize on children's interest in recent science fiction movies by using books based on the films in their classrooms. Books taken from "E. T.,""Star Wars,""The Empire Strikes Back," and "The Wrath of Khan" are summarized, and learning activities to be used in conjunction with the books are suggested. (PP)

Explains how to organize a "print laboratory," a safe, nonthreatening environment where students can experiment with all kinds of print found in the real world. Presents strategies designed to promote independent reading and comprehension. (FL)

The traditional practice of having students read or respond to questions in turn is questioned. Research suggests that teacher effectiveness improves when teachers clearly explain the task at hand before children respond. (PP)

Peer relationships greatly influence how students form opinions of books and of reading in general. Students in a class can be seen as a community of readers. Their discussions, both formal and informal, can be a means of developing an awareness of literature and how to enjoy it. (PP)

The "shared book experience," a teaching model developed in New Zealand to introduce Pacific Island children to literacy education, is described. The model, based on use of popular children's books, teaches children to master literacy skills the way they master spoken language. Research on early pre-reading behavior is discussed. (PP)

Discusses a model for teaching reading and writing in which skilled language users provide support for new language activities in context. Gives examples of typical classroom activities that provide too little or too much support for natural language growth and of activities with a balanced instructional "scaffolding." (HTH)