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)

In St. Paul (Minnesota) a certified reading consultant is assigned to each secondary school to provide initial and continuous inservice to English teachers who then teach developmental reading classes as part of the communication curriculum. (Author/MLF)

Reviews the literature concerning beginning reading instruction. Concludes that educators have differing opinions concerning the optimum time to begin reading instruction. (FL)

Presents ways a classroom teacher can welcome new students to class, properly place them for instruction, and make them feel at home in a new group. (FL)

Reports that the use of an evaluation instrument as part of a staff development project indicated that the quality of teaching methodology could be measured and improved. (Author/FL)

The authors refute attempts to reject modality based instruction for reading disabled students. They suggest that although no incontestible evidence justifies modality based instruction, further research on the issue should be conducted. J. Kampworth responds by emphasizing the lack of conclusive data. (CL)

Reviews recent studies dealing with the question of whether students' dialects interfere with their ability to read. Suggests three specific actions that educators concerned with reading instruction might take in order to enhance the quality of reading instruction for students with nonstandard dialects. (FL)

Discusses the impact of censorship on teachers of reading and describes the mission of the Intellectual Freedom Committee of the International Reading Association. (DD)

Describes reading instruction of students between the ages of 6 and 16 in Denmark; adapted from a chapter of "The Teaching of Reading without Really Any Method: An Analysis of Reading Instruction in Denmark." (DD)

Teachers aware of the value of each child's language can do much to prevent initial reading difficulties among those who speak nonstandard dialects. (DD)