Introduces a theme issue that examines how research can be effectively translated into improved practice. Six papers provide examples of how dedicated, intellectually active practitioners can make research work to improve educational outcomes. Explains that classroom practitioners and researchers must consider the needs and limitations of the…

Reviews "Great Debate" over code emphasis versus meaning emphasis in reading instruction, concluding incidental instruction provided by writing activities of whole language do not guarantee alphabetic understanding. Attempts to disassociate instruction in alphabetic coding from criticism of components of whole-language instruction and challenges…

Presents a scenario taken from the author's summer classroom (a brief instructional history of a child heading into third grade but reading at the primary level, followed by an actual classroom dialog that poses a problem). Shares how the author responded to it with goals focusing on making sense and paying attention to print. (SR)

Reviews basic principles underlying word learning and phonics instruction. Discusses approaches to teaching phonics. Draws some tentative conclusions on how an integrated language-arts programs that includes phonics instruction might look in first-grade classrooms. (PA)

Suggests that teachers can help students to use the Internet wisely by using what they already know as reading teachers: help them to read with a purpose. Notes that students should have a purpose for their searches of the Internet. Lists "plusses" for teachers and learners (as well as cautions) regarding using the Internet in the…

Shows how word processors and color printers are promising tools for helping students to think more clearly as they read. Discusses how students can use different colored lettering to identify topic sentences; to separate descriptive from narrative or informational writing; to separate information from emotion in writing; and to make changes if…

Discusses how seeing relationships between past texts and the current text influences reading comprehension. Shows how teachers can expand the scope of meanings students construct by (1) organizing texts in ways that promote relationships such as complementary texts, conflicting texts, controlling texts, synoptic texts, and dialogic texts; and (2)…

Describes a simple previewing procedure that provides support for second-language students dealing with challenging reading selections. Describes a preview, gives an example, and suggests why they are effective. Summarizes results of a study, and concludes with suggestions for using previews in the classroom. (SR)

The triarchic theory of human cognition posits three types of cognitive skills: analytical, creative, and practical. Triarchic teaching means teaching to students' strengths and weaknesses. This article shows how the model can be successfully applied to improve schools' existing reading programs. (Contains 13 references.) (MLH)

Examines several points supporting the argument for increased emphasis on vocabulary, including: the consequences of an increased emphasis on phonics; limited school promotion of vocabulary development; the sequential nature of vocabulary acquisition; and defining an essential vocabulary for high school graduates. Emphasizes the need for a more…

Considers positive reasons for using drama in a classroom as part of reading instruction. Discusses the benefits and encounters with using drama in the classroom. Describes how to incorporate drama into reading instruction. (SC)

Reviews some basic knowledge of phonics all teachers should know. Provides instructional activities to incorporate phonics within a balanced literacy program. Recognizes different approaches to teaching phonics and the importance of phonics. Discusses the use of consonants, blends and digraphs, short vowels, long vowels, and other strange vowel…

Shows why aesthetic reading is a crucial pedagogic component in lessons using historical fiction and non-fiction. Provides criteria for selecting high quality books dealing with historical subjects for use in aesthetic reading activities. Discusses specific teaching strategies for promoting aesthetic reading. (SG)

Explores early stages of reading acquisition, specifically the relation of phoneme blending and letter recoding to individual differences in word decoding. Examines the ability to recode letters, blend phonemes and decode words in Dutch children. Indicates that results are consistent with the self teaching hypothesis and other theories that imply…

Considers how to develop students' passion for language and how to get them to stop and look at word choice. Defines a "gem" as a word, phrase, or sentence that is particularly remarkable or moving. Describes working with students to notice the gems, design gem journals, write their own gems, and to create future gems. (SC)