Offers suggestions for systematizing over-the-shoulder reading conferences during class time. (MKM)

Describes a study designed to (1) unify much of the discrepancy between open and closed syllables, (2) increase the percentage of utility for the terminal single vowel-consonant-"e" generalization, and (3) reanalyze the final consonant-"l"-"e" generalization. (FL)

Suggests ten teaching strategies for combining reading skills development and physical education instruction. (MKM)

A parable showing how teachers in the past and the present have attempted various methods of teaching reading and how no method has succeeded in making readers of all pupils. (GT)

Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…

The author reviews some of the recent research on learning to read, and discusses two theories prevalent during the 1970s of the process of perception during mature reading--the Hypothesis Position and the Direct Perception Position. (KC)

Frames the author-reader-text relationships in terms of contractual agreements. Explores the nature of these contracts and what they entail for authors, readers, and those involved in teaching reading and writing. (RL)

Argues that allowing students five seconds to think about a question both before and after they answer it improves the quality of the answers they give. (FL)

Research conducted with a sample of 86 classroom teachers concerning the teaching of reading suggests that the needs they report must be analyzed by objective means to determine the underlying conditions that result in expression of the symptoms. (Author/MLF)

Notes that three picture story formats-- sequential organization, spatial organization, and compare and contrast organization--provide right-brain hemispheric input and stimulate verbal production of students learning a second language. (FL)

Suggests that a syllabication system not based on pronunciation is as unrelated to reading achievement as is the current syllabication system. (FL)

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Shows that fifth and sixth grade social studies and science students using the Guided Reading Procedure devised by Anthony Manzo scored significantly higher on short-term and long-term retention tests than did students using other reading approaches. (FL)

Provides suggestions for teachers who wish to construct their own reading games. Offers a list of sources of additional information on the subject. (FL)

A thinking skill-oral language-reading continuum for hearing impaired students is described. (CL)