A list is presented of various types of contextual aids in vocabulary development particularly appropriate for learning English as a second language (ESL), and a program is outlined to teach ESL students word building skills and to teach them to guess word meanings from context clues. (SW)

Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)

Indicates that a child's self-esteem is not significantly related to reading gains in individual remedial reading instruction. (FL)

Outlines instructional implications of a theory of reading comprehension that holds that a transaction takes place between reader and text during which the reader derives meaning from printed marks based on personal experiences. (AEA)

Examines the error patterns of 26 third grade developmental readers who read and reread extended oral passages at instructional and frustration performance levels. Suggests that consistent word recognition strategies are used by these developmental readers. (RL)

Contends that children should be expected to learn to read throughout their participation in Head Start. Maintains that over-reliance on child-centered educational approaches and developmentally appropriate practices may hinder emerging reading skills. Recommends continuing innovation in Head Start, broadening the theoretical perspectives to…

Reanalysis of data on 154 British Columbia teachers and 2,533 third-grade students, drawn from the 1990-91 Reading Literacy Study of the International Association for Evaluation of Educational Achievement. Despite British Columbia's reputation for whole-language reforms, teacher approaches to reading instruction were eclectic and unrelated to…

This study compared the "Bridge" experimental reading program and whole language instruction with 106 economically disadvantaged first graders at risk for reading difficulties. The "Bridge" program uses icons or picture symbols to facilitate print word identification. The "Bridge" group performed significantly better…

This article provides a framework for systematically evaluating and adapting reading comprehension curriculum lessons for children with various reading abilities, including children with mild disabilities who are in the regular classroom. A sample checklist for evaluating reading comprehension curriculum lessons and a sample teaching format for…

Describes four child-focused and child-sensitive curricular and instructional strategies to increase teachers' understanding of children and quality of teaching: (1) multiple intelligences and different ways of knowing; (2) the Project Approach; (3) the writer's workshop; and (4) balancing reading strategies and cueing systems. Discusses…

Outlines the most important 20th century developments in reading instruction for young children, analyzing why an approach was tried, and presenting results of these instructional efforts. It is concluded that the current perspective that seems to meet the needs of most children is that of emergent literacy. (SLD)

This study examined the effects of instructional match and content overlap on the ability of four students (ages 8-12) with mild disabilities to generalize from passage reading instruction. Results indicated that oral reading accuracy/fluency showed the greatest degree of generalization when instructional materials were matched to skill level…

A study of 17 first-graders identified at high risk for a reading disability investigated the effects of community tutors on reading performance. When compared to the performance of matched controls, the children performed better on spelling and segmentation but not on reading. Skills declined at the second-grade follow-up evaluation. (CR)

Presents three activities to promote participation in group discussions about books. Activity one involves displaying pictures of characters and having students describe them, citing specific actions from the book as proof. Activity two entails listing a story's actions into a flow chart. Activity three involves making a line graph indicating the…

Evaluates the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks under three reading conditions: single-reading; repeated-reading and questioning. Findings suggest that didactic techniques used by adults have differential effects on preschoolers' receptive and…