A description of elements that most reading experts would endorse as part of a sound instructional program in reading. (Author/MLF)

The author contends that the mastery learning model should be eyed cautiously as a risky way to teach reading and writing. (Author/MLF)

Today's video-oriented students know how to see, but not how to make pictures in their heads from words on a printed page. Various suggestions are offered for fostering this skill. (MJB)

Suggests a variety of ways to diagnose and practice word recognition skills. (DD)

Principals of all secondary schools in British Columbia were surveyed to obtain data on the focus, populations, and staffing of their reading programs. (NQ)

Draws a suggested framework for beginning reading instruction from psycholinguistic insights into the reading process. (DD)

Presents a questionnaire which can be used to determine what kind of inservice training in reading secondary teachers want. (MKM)

Examines research on phoneme-grapheme correspondences in relation to the validity of certain phonic generalizations and concludes with implications for reading and spelling instruction. (JM)

To help you keep current in the ever-changing world of teaching. (Editor) Aspect of National Assessment (NAEP) dealt with in this docvment: Program Description.

Explores the difficulties inherent in determining who are effective reading teachers. (JM)

Discusses round robin, an archaic form of circle reading, and oral reading strategies and deficiencies. (JM)

Discusses school budget allocations and suggests that small classes, more teachers (including interns and part-time teachers), and released time for teachers could be financially equated with fewer adminstrators, less need for supportive and remedial services, more effective teachers, and more proficient pupils. (JM)

Discusses a study which found that the purposeful misspelling of words in advertising influenced the correct spelling of the words by children; these results have implications for the teaching of spelling and reading. (JM)

Offers step-by-step instructions for rewriting reading material which is too difficult for secondary students who are reading at a second or third grade level. (JM)