Contributors suggest ways to (1) motivate student reading, (2) improve reading skills in the content area classroom, and (3) communicate with parents. (FL)

Concludes that although sentence-long context did not facilitate the reading accuracy of primary grade children, the children did appear to be exploiting contextual information in their reading of sentences, with a relatively high proportion of reading errors being contextually acceptable. (FL)

Describes a summer remedial reading program for first-grade students. Includes discussions of the activities and strategies used to promote comprehension, fluency, and vocabulary development. (FL)

Three contributors discuss using advertising slogans in writing instruction, setting up a paperback book lending center in an industrial cafeteria, and the effect of reading supervisors' expertise on junior high school students' reading achievement. (AEA)

Offers selected ERIC references on the application of Piagetian theory and the use of Piagetian tasks in beginning reading/language arts instruction. (RL)

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)

Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)

Contributors discuss ways to introduce and motivate: (1) beginning reading, (2) repeated readings in the remedial classroom, (3) vision and cognitive style, (4) guidelines for a reading aloud program, and (5) good beginnings for potential reading teachers. (FL)

Describes the Language Development Project--the first national curriculum project in language education in Australia. (HOD)

Reports the results of a survey of 82 schools in South Australia and 40 schools in the United States concerning their use of paraprofessionals in their reading/tutoring programs. (FL)

Discusses some of the ways reading instructors have responded to individual differences in children. Methods described include grouping for instruction, self-selected reading, language-experience reading, individualized instruction, skill development, and computer-assisted instruction. The teacher's role is discussed. (Author/DB)

Suggestions from eight contributors include the following: how to use pattern books with beginning readers, how to develop a locally relevant basic sight word list, how to use learning styles in individualizing instruction, and how to personalize handouts. (FL)

Offers suggestions for improving beginning teachers' abilities to teach reading, noting the need for greater cooperation between colleges and practicing schools in providing teachers with the proper training in subject matter and teaching skills. Discusses teacher-developed reading and readiness programs, attitudes, and material selection. (FL)

Reports on a longitudinal study of Finnish student development in literacy skills, especially reading skills. Notes that children from the rural northern areas gained most in test-intelligence and literacy skills, catching up with their coevals from the southern and urban areas. (RL)

Describes a school district's efforts to make teachers, parents, and students more aware of the importance and fun of reading. (RL)