Describes a program for sixth, seventh, and eighth grade students that is intended to help students learn to transfer reading skills to subject areas. (IRT)

Content area teachers can use cryptograms, double crosses, crosswords, and word searches to teach and reinforce reading skills in their classrooms. (For availability, see EA 507 405.) (Author/IRT)

Reading in the middle school encompasses several facets of reading including remedial and developmental reading instruction, reading in the content areas, and recreational reading. The ten do's and why's are intended to help middle school educators give attention to reading in each of those areas. (For availability, see EA 507 405.) (Author)

Presents a suggested set of strategies the authors found useful with combined-text books, which combine a story format and an expository or informational format within one book. Notes specific strategies that should be selected on the basis of their match with individual books and the instructional needs of students. Describes the use of…

Investigated whether a brief period of instruction would improve the ability of adults to relate phonemes to graphemes correctly when reading. Results show a general level of improvement for the 45 instructed college students relative to controls (n=48), but not a large improvement. Discusses implications for teaching young readers. (SLD)

Notes that federal officials stress that educators should not overlook key elements in reading instruction (phonemic awareness, fluency, vocabulary, and text comprehension), even with the No Child Left Behind Act's emphasis on phonics. Discusses how families play a critical role in reading instruction. (SG)

Responds to an earlier essay that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, clarifying: the origins of the alphabet, the "flimsy" nature of the alphabetic principle, and the implications of both for teaching reading. After examining the origins of written…

Responds to a critique of an earlier article on alphabetic writing that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, suggesting that the critique actually supports the original article's position, and nothing in the critique justifies its conclusion that children need…

Explores the epistemological underpinnings of a widely advocated approach to the teaching of reading called the balanced approach. Summarizes the differences and commonalities in different approaches that have been labeled "balanced." Formulates a preliminary epistemological theory of balance in reading. Explores the benefits of considering…

Discusses Character Perspective Charting, an instructional technique useful in elementary reading classes that fosters story understanding. Discusses how it was developed, how the authors have used it, how other teachers have used it, and what children learn from it. (SR)

Describes using student-constructed photographic slides with students from kindergarten through high school to give students the opportunity to explore reading and writing on any topic of study. (SR)

Presents an interview with Nell K. Duke, an assistant professor of teacher education and learning, technology, and culture at Michigan State University. Notes that she was a principal investigator with the Center for the Improvement of Early Reading Achievement (CIERA). Recommends strategies when engaging students with informational texts. (SG)

Provides impetus for teaching children to read mathematics including reading words, numerals, and symbols to successfully uncover the messages of and about mathematics. Provides a variety of examples related to reading mathematics through words, numerals, and symbols and also suggestions that transcend particular mathematics topics and are…

Explores the relationship among listening and pedagogy and the multi-layered aspect of pedagogy. Proposes that pedagogical relationships depend on stopping to listen. Concludes that educators should welcome children by allowing for conversations which respect others' truths. (PM)

Considers the ways in which children learn orthographic rules. Argues that children typically go through three steps in learning a new rule, and outlines these steps. Concludes that these steps are similar to the theoretical sequence proposed by Piaget for children's construction of logical rules. (SG)