Applies recent linguistic theory to the reading process and classroom practice. (DD)

Describes several programs initiated by the New Haven public school system to improve student reading. (DD)

Provides ten suggestions content area teachers can use to help students with limited reading abilities. (DD)

Consists of a brief, annotated bibliography containing carefully-selected sources dealing with informal reading inventories. (JM)

Discusses ten problems concerning the attempts to measure gain in reading and examines the four purposes of estimating gains offered by Cronbach and Furby (1970). (JM)

Explores the need for reading teachers to reclaim their natural psychological intuition and to be more firmly grounded in the principles of therapeutic strategy. (JM)

Discusses the "Fair Use" section of the recent United States Copyright Law and its implications for the reading teacher. (HOD)

Presents five characteristics of middle schools, and suggests implications for reading instruction. (DD)

Presents three activities for teaching the 120 words that primary students use and need most. The high frequency word list (120 words) is included. (SM)

Discusses using the story frame as a cloze procedure with middle school students to develop reading comprehension. (SR)

Presents a classic study originally published in this journal in 1963, which analyzed 45 phonic generalizations found in teacher's manuals. Finds that only 18 of the 45 generalizations are useful in having a reasonable degree of application (valid 75% of the time) to words commonly met in primary grade material. (SR)

Compares children's literacy learning to a mouse playing basketball--namely, that children are doing what they have been trained to do, and do not understand the rules of the game. Discusses behaviorist theory in both examples, and contrasts behaviorist theory with constructivist theory. (PA)

Contends that for children learning to read, imagination is not something separate or extra that their teachers add to their learning. Notes that how hard children work to make sense of the world is evinced in their play and in research analyses of it. Explains that young imaginations often move into a mental space they recognize from what they…