Article considered the ingredients for effective teaching of language arts. (RK)

Lists and discusses the basic principles for teaching reading in the remedial classroom at the elementary level. (RB)

Examines three practices in the teaching of reading which result in students with deficient reading skills. (RB)

Suggests that one of the most effective ways principals can improve reading instruction is through classroom observation and provides a checklist which will serve as a guideline for follow-up conferences between the principal and teachers. (RB)

Concludes that the diacritic e generalizations formulated on graphics research have value for use in decoding programs as early as the first reader of typical basal series. (RB)

Presents techniques for improving reading instruction for Chicano students. (WR)

Offers a wide variety of cues that students can use to improve their reading skills at the secondary level. (RB)

Describes a reading program designed to increase factual recall without resorting to rote learning. (RB)

Argues that improving a child's self-esteem may lead to improvements in reading skills. (RB)

Stresses the importance of setting clearly defined goals and objectives when determining class activities in reading instruction. (RB)

Offers a set of twelve guidelines for inservice activities designed to improve instruction in reading. (RB)

Discusses the results of research on the effect of readiness training for preschool youngsters. (RB)

Argues that the teacher, not the material, makes a difference in how well children learn. (RB)

Suggests ways in which teachers can make reading books to children an even more enjoyable experience for the students. (RB)