Descriptions of new materials published for the first time since June 1, 1976, were submitted by publishers in response to a "Journal of Reading" questionnaire and are listed according to type of material, reading difficulty, interest level, and skills developed. (MKM)

Using the Directed Reading Thinking Activity (DRTA) as a model, an instructional program for learning through the viewing of media has been developed. Activities have been designed for before, during, and after viewing. (Author/STS)

Briefly discusses research on consonant substitution and presents a five-step teaching strategy to help beginning readers use the words they know to figure out the words they don't know. (JM)

Describes study which found that young children do not have an adequate concept of what constitutes a spoken word, which may partially explain why some children have difficulty making sense out of instruction aimed at helping them to process print. (JM)

Examines Frank Smith's analysis of the reading process with respect to comprehension, specifically, his assertion that during the reading process, comprehension of meaning precedes word identification. Discusses the implications of Smith's analysis for the teaching of reading. (JM)

This program takes advantage of the mastery learning strategies, fits the Chicago reading curriculum, and keeps in mind the "facts of life" of urban education. (Author/IRT)

Suggests that reading instruction should be viewed as building reading proficiency in the child and recommends developing a reading program which fits the needs, interests, and talents of the children (rather than a program into which the children are forced). (JM)

Questions the usefulness of lists of the most frequently used words in reading instruction, and recommends that teachers develop good phonics skills in young pupils and that teachers adopt the psycholinguistic approach to reading. (JM)

Describes four activities--oral cloze, "zip,""maze," and synonym cloze--which have been successful in introducing primary students to the prediction procedures so critical to comprehension development. (JM)

Presents twelve activities designed to convince the student that reading can be fun and not boring. (JM)

Discusses the reading program at Boys Republic High School (a California rehabilitation center for boys who are wards of the court), which is based on self-worth and individualized instruction. (JM)

Suggests that Isaac Asimov's science fiction is a legitimate teaching device; it is easy to read and of high interest to students. (JM)

Surveys materials, available through the ERIC system, concerning peer tutoring programs. (JM)

Discusses several questions which should be considered before purchasing new materials for the reading program. (JM)

Suggests using an ultraviolet or "black" light as a tool for storytelling and reading aloud, and describes four black light activities which bring an extra measure of excitement to books. (JM)