Create new interest in reading with an eclectic collection of everyday items. (Editor)

Reading teachers should recognize the distinction between prefixes and etymological elements in whole words. (DD)

Gifted students should receive reading instruction to encourage them to read more widely, more critically, and more creatively. (DD)

Notes several documents in the ERIC data base which describe successful content area reading programs and methods. (MKM)

Presents suggestions which can serve as guidelines for the secondary level principal when a remedial reading program is being set up. (JM)

Gives examples of what advanced education students remember about four facets of their own reading instruction--concepts of the construct "reading," early instructional techniques, development of their interest in reading, and qualities they liked and disliked in their teachers. (JM)

Discusses literacy as a functional skill and literacy as a characteristic of "civilization." (AA)

Describes how asking questions aids comprehension by focusing attention and clarifying what is being read. (MB)

Presents reservations about reading games and questions whether they actually teach, reinforce, and motivate. (JM)

Stresses single pupil-teacher interaction as an important aspect of the individualized reading program and lists pointers which can guide teachers in assessing a student's oral reading patterns and strategies. (JM)

A recent study of reading instruction in 28 resource rooms designed for learning-disabled students is described. Program effectiveness was found to be determined by use of student time, method of instruction, and coordination between resource teachers and classroom teachers. Ways to use resource rooms more effectively are suggested. (MT)

Experienced English teachers recommend worthwhile books for beginning English teachers. (MS)

Describes an experiment to introduce biliteracy development in two Italian-English preschool bilingual children, noting that both children not only learned to read but also improved fluency, production, and receptive language in their weaker language. (CB)

Argues that researchers and practitioners largely view reading in terms of a "storage and conduit metaphor." Examines the metaphor and explains why it is necessary for the profession to move beyond it. (FL)