If educators are to provide a quality reading program for the gifted, early identification of giftedness and reading ability is of utmost importance. (Author/SBH)

Suggest six steps to follow in preparing to teach prescriptively. (MKM)

Reviews recent psycholinguistic research to make a case for the importance of continual development of the semantic component of reading throughout the total reading process. (DD)

Suggests that placing reading in a communication model reduces four traditional dichotomies in reading that have discouraged an integrated, holistic perception of the act of reading. The model weakens customary distinctions between style and substance, reading specialist and content instructor, reader and writer, and student and instructor. (JM)

Reports on a study of 23 teachers who received training in miscue analysis to discover whether or not positive evaluations of students' reading abilities might increase as a result of miscue analysis training. Evidence indicates that such training does help teachers to be sensitive to students' strengths as well as to their weaknesses. (TJ)

A discussion of selected ERIC documents that focus on teacher effectiveness in reading instruction is presented. (MKM)

Six criteria are presented for judging the appropriateness of materials chosen for any reading instruction program. (MJB)

Suggests ways to help students avoid miscues caused by eye dialects in their reading. (DD)

Data indicate trends in the field of reading. (MKM)

Discusses applications of recent work in psycholinguistics in classrooms and in teacher education. (AA)

Sentence combining techniques designed to improve reading comprehension are described and studies showing a positive correlation between the two are cited. (MKM)

Over three quarters of the Dolch basic words may be taught by a word family approach. (MKM)

Notes that objective-based reading programs can be a useful tool for the reading teacher when used flexibly in the classroom. (MKM)

Discusses a study of teacher's perceptions of principals and their responsibilities which found that teachers feel that principals should be more directly involved in the reading program than is currently the case. (JM)

Examines the problems and advantages of two kinds of informal reading inventories: conventional and commercial. Considers the implications for teacher education. (JM)