Presents the opposing viewpoints on grammar study, phonics and whole language instruction, and the role of information in English language arts. (SRT)

Offers techniques teachers can use to incorporate questioning into reading instruction. (FL)

Discusses the problems that children who do not speak the language of their school experience, as well as the personal, social, and cultural characteristics of learners that affect their progress in a second language. (DF)

Describes the content and structure of a computer-assisted reading instruction program for intermediate level adults learning English in a business environment. The program focuses on the three reading subskills of skimming, scanning, and guessing. Suggestions for teachers on how to evaluate effective courseware are provided. (Author/SED)

Describes a study to determine whether 14 reading improvement students and their instructor shared a common view of the students' reading deficiences and whether instruction was directed toward the student- and instructor-perceived deficiencies. Reveals that instruction did not address the needs perceived by the teacher or the students. (DMM)

Describes a technique for teaching students of English as a second language to understand English passages through structural and contextual clues. Gives detailed steps of the technique using Lewis Carroll's poem "Jabberwocky" as the text. (SED)

Reports on two experiments that explore the comprehension difficulties of children with normal word recognition ability. Concludes that skilled readers engage in more constructive processing and that comprehension difficulties are not the result of a defective working memory. (SRT)

Discusses the value of using poetry to teach English as a second language to mixed ability classes. Lists the following criteria for selecting poems: (1) universal appeal; (2) surface simplicity, (3) potential depth, (4) affective potential, (5) contemporary language, (6) brevity, and (7) potential for illustration. Describes ways of using two…

This study investigated the impact of integrated learning systems, problem solving software, and simulation software on elementary students' reading performance. Results indicate students entering fourth through sixth grade profited more from instruction supplemented by problem-solving and simulation software than from skills instruction. Results…

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)

This study investigated the relationship of phonological awareness to learning to read. Australian first-grade children were tested for verbal intelligence, phonemic segmentation ability, and reading achievement. Path analysis revealed phonological awareness affected reading comprehension indirectly through phonological recoding. The development…

Describes how principals provided critical support for applications of the Reading Style Inventory to reading programs in five schools. These efforts resulted in significant improvements in reading achievement and interest among students. Suggests six practices principals can follow to help ensure success. (PGD)

Two classes of junior high school pupils were observed for two school terms to determine how they coped with the reading demands of the four main content areas--math, English, science, and social studies. (HOD)

Documents how a preschool child learns to read. Identifies what teachers need to know if they are to continue the reader's own discoveries and delight in language. (EL)

The kinds of meaning that children find in reading are discussed. When teaching young children to read, it is very important that teachers be aware of and take into consideration the child's viewpoint (RM)