Provides examples to show how various pre-reading skills can be taught using the student's familiar environment. These skills include form perception, motor control, visual copying, visual recall, completion and closure, visual rhythm, visual sequencing, temporal sequencing, and visual/auditory discrimination. (JN)

Discusses misguided reading instruction that occurs when teachers misuse the teaching of reading subskills to children who are learning to read and write Romanized words. (FL)

Finds no relationship between young children's ability to attend to text and to nominate a greater number of purposes for learning to read. (FL)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Describes ways to create visuals with nonphotographic slides that can enhance both language teaching and learning. The slides can be used to teach lexical items, grammatical concepts, and reading and writing skills; to introduce and use dialogues; and to play language games. Suggests that creating slides be taught in teacher training classes. (SED)

Predictable books--those that use repetitive, cumulative, or familiar sequences--can be effectively used in individual and group instruction with learning disabled students. (CL)

Describes a technique for beginning levels of an approach to teaching reading skills to students of English as a second language. Considers three reading skills--scanning, skimming, and reading for deeper comprehension. The technique uses a reading objectives grid which describes the types and objectives of questions to ask. (SED)

Provides names and addresses of information centers around the world that work in the area of primary education. (FL)

Describes a follow up report and evaluation of the "Writing to Read" program in the Tulsa Public Schools. Standardized test results, supported by first-hand observations, show that student scores increased over the year of the study. (MD)

The nature of word-finding deficits among children with learning disabilities is analyzed; research on the relationship between word-finding ability and reading is reviewed; and classroom implications regarding teacher language, student verbal fluency and flexibility, and student social perception are noted. (CL)

The article reviews research on phonemic analysis in beginning reading instruction. Research is of two types: (1) evidence that children with reading difficulties also have difficulties analyzing the phonological structure of speech; and (2) data showing that training for awareness of phonemic segments can help in learning to read. (Author/CL)

Reports on a program that used older adults to tutor children in reading. Finds that the children made significant gains in reading as a result of the program. (FL)

Examines the research and theory of invented spelling, then looks at ways teachers can use it in their classrooms. (FL)

Discusses the challenges of translating definitions of reading found in research into classroom practice. (FL)

Examines how the application of certain learning principles in the young child's home can foster successful learning in the schools. Demonstrates how these principles can be better implemented in the schools so that reading problems can be prevented or corrected. (FL)