Proposes ways to prepare potential reading teachers to work in business employee training programs. (FL)

Offers modifications to the Question Answer Relationships technique that provide (1) a clearer explanation of different sources of information for answering questions, (2) an easier format for considering developmental differences in reading and learning, and (3) an expanded use for the technique both as a tool for teachers and as a strategy for…

Offers suggestions for using classroom computers for individualized instruction in spelling and tips for choosing spelling software. (FL)

The article proposes a model of reading which incorporates functions of listening as well as speaking and reading aloud. Reading is compared with functioning of a microprocessor. Implications of the analogy and of the mode for diagnosing and remediating reading difficulties are considered. (CL)

Discusses a study of school attitudes about parent involvement in home-based educational activities. Found that support for parental involvement in teaching reading stopped short of helping parents hear their own children read at home. (JOW)

Presents evidence from former slaves on specific aspects of the literacy process: which slaves learned to read and write, what levels of literacy they attained, who taught them, the context in which this teaching and learning took place, and why slaves were taught or taught themselves. (CMG)

Provides a self-test with answers and a rating chart to help teachers clarify their perceptions about the concept of diagnostic-prescriptive instruction. Asks teachers to evaluate their test results and determine whether myths about diagnostic-prescriptive reading instruction hinder their teaching. (DMM)

A teacher shares how a mainstreamed reading group can be a medium through which children are enabled not only to make reading gains but to better accept individual differences in themselves and in others. Examples are offered from her third grade class. (DG)

Reviews research related to homework and makes recommendations for its effective use. (FL)

The author offers suggestions for adapting basal reading series to the needs of students. Among recommendations offered are using workbook pages selectively, changing presentation orders, making one's own worksheets, and increasing the students' actual reading time. (CL)

Describes three dimensions of reading as a social process: (1) all reading events involve a social context, (2) reading is a cultural activity, and (3) reading is a socio-cognitive process. Discusses the implications for classroom reading of these dimensions. (HTH)

A program at the Pennsylvania School for the Deaf uses microcomputers to help students initiate communication and play an active role in deciding the topic of communication and the way the lesson proceeds. Preliminary results suggest the program can enhance reading skills as well as broader aspects of language use. (CL)

Two special needs adults with speech disorders were taught to read functional vocabulary and short phrases/sentences with strategies involving listening, demonstration of community contexts, word meaning drills, beginning sound identification and shaping, prompting, correct pronunciation, and teacher encouragement. Large increases in correct word…

Cautions that a lack of rigor in research methodology and a lack of restraint in interpretation may ruin the potential benefits of educational ethnography. (HOD)

Explores problems surrounding direct instruction in vocabulary and describes sources in the ERIC system for other approaches to vocabulary development. (HTH)