This textbook is a fifth reader covering biographical, historical, geographical, scientific, and literary allusions or references; spelling and pronunciation; grammar; definitions, synonyms, and paraphrases; and style and thought in reading selections. Selections from classic literature are included. Writings by authors such as Benjamin Franklin,…

This textbook is a fourth reader covering biographical, historical, geographical, scientific, and literary allusions or references; spelling and pronunciation; grammar; definitions, synonyms, and paraphrases; and style and thought in reading selections. Selections from classic literature are included. Writings by authors such as Benjamin Franklin,…

This textbook is a first reader that focuses on moving children from spoken to written vocabulary and recognizing by sight words already familiar by sound. The combination of construction with interpretation, of writing with reading leads directly to intelligent understanding and expression of thoughts on the written or printed page. It is…

This textbook is a fifth reader designed to help children acquire the art and the habit of reading well. All the lessons in this volume are easily within the comprehension of pupils in the fifth-year grades of the public schools. The reader covers things like historical and biographical stories, selections relating to nature, letters by famous…

This textbook is a fourth and fifth-year reader. The lessons have been prepared and arranged with a view towards several ends: to interest the young reader; to cultivate a taste for the best style of literature as regards both thought and expression; to point the way to an acquaintance with good books; to appeal to the pupil's sense of duty, and…

This textbook is a fourth reader that uses supplementary reading, memory exercises, exercises in oral and written expression, vocal training, and phonic analysis. Poetry, prose, and biographies are included.

Presents administrative guidelines to achieve successful reading programs, citing the role of administrators as crucial. (RB)

Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Presents five teaching techniques designed to provide a feeling of acceptance for female students in the elementary classroom. (RB)

Reviews the literature on phonic generalizations and presents a formula measuring the usefulness of word recognition, concluding that further research is needed. (RB)

Discusses the use of syllabication in teaching decoding to beginning readers. (RB)

The author uses Piaget's theory of child development to create directives for the general development of logical thought in elementary education and for reading instruction in particular. (JA)

Describes a prototypic preservice reading methods program implemented at Oregon State University and featuring large group, on-site, and individualized instruction. (TO)

Investigated effects on retention when a fifth grade reading lesson was accompanied by presentation of pictorially incongruous illustrations. (DP)

Article is an interview with Mary Austin, author of "The First R" and "The Torchlighters". (GB)