Reveals trends which indicate (1) higher decoding skill achievement with emphasis on controlled regularity of grapheme-phoneme correspondence and language structure, and (2) higher word study skill achievement with no control of consistency of correspondences. Bibliography. (MD)

Reexamines the efficiency of i/t/a in a 3-year longitudinal study of 180 children and reports better general reading and spelling ability and earlier learning of vowel sounds at the end of grade 1 with i/t/a but also reports an equalizing of abilities at the ends of grades 2 and 3 under i/t/a and T.O. systems. Bibliography. (MD)

A reading program for adult learners with minimum reading skills should include activities that immerse the student in actual reading experiences. Working with connected text using such approaches as assisted reading, language experience, and independent reading is suggested. Listening activities, discussion, and writing should be vital parts of…

Looks at computer uses appropriate for the elementary reading classroom, considers techniques for evaluating computer materials, and suggests references and resources for additional information. (FL)

Intervention (modifying the reading activities so that the learner spent more time actively engaged in reading-related tasks) significantly reduced the rate of handgazing behavior in an 18-year-old severely mentally retarded woman. (Author/CL)

Describes an approach to teaching outlining skills, which stresses the dynamic interaction between reader and text. Recommends that the goal of improving student reading can be accomplished by a sequence of lessons in which students read and make personal outlines, and then move to group discussions to prepare composite outlines. (DMM)

A Swedish linguist talks about his work and the role of reading and writing in helping immigrants achieve full bilingualism. (FL)

Twenty games to help elementary school students improve their reading comprehension are described. Ideas involve "scrambled" words, hidden clues, and pantomime. (CJ)

Suggests practical applications of Piagetian theory to reading instruction. (FL)

Reviews the literature concerning oral reading fluency and offers six hypotheses about how beginning readers develop oral fluency and about strategies to help those who do not. (FL)

Examines existing reading theories and synthesizes them into a comprehensive new theory. (FL)

Two groups of 20 trainable mentally retarded (12- to 14-year-old) children each participated in a 26-week course during which recognition and transfer to standard orthography were measured. The cued-word group was significantly superior in reading words in standard orthography during training as well as at the end of training. (Author/CL)

Notes that there are no clear cut findings to be derived from research concerning the effects of television viewing on reading achievement. (FL)

Describes an inductive categorization strategy for helping children develop word recognition ability. Closes with theoretical and interpretive comments that support the use of the word sort teaching strategy. (FL)