Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)

Reports that recent research on strategies for increasing learning from reading suggests that developmentally appropriate instructions to create mental images, to verbally elaborate, and to relate new information to prior knowledge may increase students' recall of what they read. (FL)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Reviews research indicating that subvocalization does not hinder reading ability and may assist less able readers. (Author/FL)

Defines self-directive dramatization as activities in which children direct themselves in acting out characters in stories they have read and suggests that such activities can influence children's self-concepts and their attitudes toward reading. (FL)

Examines the benefits of allowing children ample and regular time periods to read on their own and in their own area of interest in relation to the need for children to understand reading as more than a series of unrelated workbook exercises. (HTH)

Describes how students may be taught to read through the "imitative reading" approach and reviews read-along materials that can be used with this approach. (DD)

The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensatory training technique for the reading disabled is described. (Author)

Reviews information from documents in the ERIC system that deal with such matters as whether preschool children should be taught to read and, if so, whether instruction should be formal or informal. (DD)

Describes the way in which the Mandinkos of West Africa provide for literacy instruction. (MKM)

Presents interviews of six prominent researchers (Ira Aaron, Harold Herber, Wayne Otto, Robert Ruddell, Roselmina Indrisano, and Olive Niles), which focused on the dynamics constituting effective staff development experiences. (HOD)

Considers teachers' uncertainties about approaches to teaching fiction, and suggests one practical beginning for a coordinated program. (AA)

Encompasses ethical standards in professional relationships and ethical standards in reading services of the members of the International Reading Association. (DD)

Discusses the history of the author's involvement with books for more than 65 years and with the teaching of English for more than 40 years. (DD)

Analyzes two important characteristics of a traditional reading environment: the amount of time the student focuses on written text during the school day, and the degree of continuity or consistency in the reading instruction the student receives. (DD)