Explores the challenge of making the transition from a traditional basal-oriented language-arts program to a literature-based program. States that initiating a literature-based reading program requires an appreciation and grasp of the whole language philosophy. Offers suggestions for implementing this approach. (MG)

A method for making an intermediate language course at the postsecondary level responsive to the different professional needs of students is discussed. The first segment of the course focuses on the use of the language for communication, and the second teaches, through easily obtained instructional materials, the construction of specialized…

Several texts for adult literacy classes are reviewed and trends are indicated in the following areas: definitions, assumptions of prior knowledge, teacher guidance, reading instruction, writing instruction, writing expectations, reading/writing strategies, grammar, and illustrative materials. Questions for teacher guidance are appended. (Contains…

This 2-year study focused on preservice teachers' theoretical orientations to the reading process and examined the relationship of undergraduate coursework and the student teaching experiences to these orientations. Findings showed that half the students experienced no changes in theoretical orientation; for those who changed, coursework had…

Describes a cross-age reading and writing program in which sixth-grade students (all average and low-average readers) were paired with kindergarten children to read and write collaboratively on a regular basis. Finds evidence from the students themselves, their parents, the teachers, and the school librarian showing how students' attitudes toward…

A third-grade teacher and her students used the Foxfire practice of reflection to analyze student projects in reading. Analysis of student comments and levels of participation indicate that elementary-age students are capable of using high-level thinking skills to improve the quality of their work. (LP)

Reports on a study of children's literature selected for primary grades in British schools. Finds that the books fall into two categories: word books and picture books. Recommends that authors, illustrators, and selectors of books should consider how to develop books that help students progress smoothly from one group to another. (CFR)

As part of a researcher-teacher professional development group, seven general education elementary teachers in inclusive settings containing students with learning disabilities were taught four reading and writing instructional methods, one for each nine-week grading block. Sustained implementation during the school year was maintained by four of…

Reviews research on reading fluency and provides recommendations for teaching reading skills to students with mild disabilities. Interventions that are discussed include repeated reading, peer-mediated instruction, computer-guided practice, previewing, and combined instruction. (Author/CR)

Examines a variety of Web-based vocabulary activities currently being used in English reading classes at the University of Aizu in Japan. Provides a brief review of the pedagogical basis for the creation and implementation of Web-based vocabulary, focusing on individualization and feedback capabilities. Describes activities, and discusses…

Notes the California's Reading Task Force's heavy emphasis on phonemic awareness (PA) evaluation and training. Argues that although evidence shows that phonemic awareness will emerge by simply reading, California's school libraries--ranked near last in the nation--would require a massive commitment to rise to the task. Argues (in an ironic tone)…

Attempting to increase reading engagement, a collaborative team implemented a year-long integration of reading/language arts and science instruction known as Concept-Oriented Reading Instruction (CORI). Compared to traditionally organized instruction, the CORI context increased strategy use, conceptual learning, and text comprehension more than…

To improve third graders' reading scores, a suburban New York school implemented a plan to develop specific reading skills. Success hinged on focused reading instruction using specific strategies; small student groups working with professionals; a consistent, predictable schedule; teacher-prepared materials; regular feedback; and parental…

Despite six decades of leading researchers' research findings upholding progressive, whole-language reading approaches, consensus is lacking. Pundits tend to discredit educational research. News media promulgate tougher standards while overlooking progressive classroom successes. Parents may fear children's exploration of a wide variety of books…

Three years after seven teachers had participated in an intensive year-long professional development experience in three multilevel reading practices (partner reading, collaborative strategic reading, and making words), all but one teacher sustained one or more of the practices at a high rate, as determined by classroom observation and interviews.…