Describes a student-centered reading comprehension course for advanced English-as-a-Foreign-Language students of science and technology. In the course, student interest in and knowledge of content-area subjects are used to create: (1) motivation to read; and (2) an authentic task to accomplish (the preparation and presentation of an oral report).…

Presents an overview of three ways that the computer can bridge the gap between reading and writing instruction: (1) word processing in the Language Experience Approach; (2) software to combine text and graphics; and (3) software to facilitate interactive reading and writing experiences. (MG)

Describes whole language reading workshops used in eighth grade classrooms. Notes that workshops consist of three components: time to read, ownership through self-selection, and opportunities to respond to the reading through dialogue journals. (MG)

Discusses how teachers can begin to create contexts in which reading excites children and links them effectively with books in a variety of genres. Argues that literature is a vehicle for creating contexts to facilitate intellectual growth and critical thinking. (RS)

Explains how and why journals were chosen as a component of literature group reading. Shares excerpts from the journals of several children. Draws conclusions about the value of journals in contrast to more conventional written assignments. (MG)

Suggests titles and learning activities to promote the use of children's books in the elementary school classroom. Language arts topics addressed include language skills; vocabulary enrichment; distinguishing between reality and fantasy; the concept of point of view; poetry; creative writing; and reading. (six references) (LRW)

A study involving 80 fourth graders investigated the effects of providing children with training in the use of specific standards for evaluating their reading comprehension. Results indicate that instruction in the use of these standards were generalized to the use of other standards and that the training advantage was maintained over time. (TJH)

Special education students (21 learning disabled, 12 emotionally/behaviorally disordered, 14 educable mentally retarded) and 30 nonhandicapped students were observed to identify teaching structures and tasks experienced during reading in both mainstream and special education settings. Several setting effects and a difference in the amount of time…

Following a description of findings from published research on computer assisted instruction with learning-disabled students, sources of software reviews and suggested criteria for software evaluation are provided. Stressed are the importance of a program's technical and instructional adequacy and the appropriateness of the materials for an…

Meta-analysis was used to assess the effect of metacognitive instruction on reading comprehension. Twenty studies from the reading research literature were compiled and quantitatively synthesized. Results affirm the effectiveness of metacognitive strategies, especially for junior high school students. Textual inconsistency awareness,…

Addresses questions concerning reading in a foreign language, including: (1) Do reading strategies transfer from native language to second language?; (2) Can reading strategies be successfully taught?; and (3) If a strategies-oriented approach to reading were to be developed, what basic considerations should be included in the approach? (44…

Reports on a content analysis of four popular first-grade basal series, examining decoding and comprehension instruction in teachers' manuals, student texts, workbooks, and supplementary activity packages. Reports that none of the programs present a balanced approach to teaching decoding and comprehension with very comprehensible stories. (MM)

A pattern of teacher-student interactions during reading is presented to illustrate use of an instructional approach which: (1) provides poor readers with information about skills and strategies helpful during real reading tasks, and (2) provides teachers with specific guidelines for focusing instructional efforts on critical reading processes…

An elementary teacher who completed her preservice fieldwork with Hawaii's PETOM (Preservice Education for Teaching of Minorities) program discusses the experimental process she uses to teach students to read and to love reading. By presenting her diary, the article highlights her whole-language approach to teaching a love of reading. (SM)

Describes the author's year as a volunteer in the writing workshop in her son's first-grade classroom. Discusses her experiences and reflects on the growth she saw in children as readers and writers. (SR)