In lieu of literacy programs based on teacher-as-parent, student-as-child relationships or student/teacher partnerships, the authors propose (1) developing an adult/adult learning environment, (2) using a psycholinguistic model of the reading process, and (3) using a cognitive-discovery model of the writing process. (SK)

Third, fifth, and seventh graders and adults read short expository paragraphs and performed three tasks requiring the generation of macrostructure: (1) choose the best title; (2) writing a summary sentence; and (3) writing an additional sentence. Performance improved with age. (Author/BS)

Evaluated the use of computer-automated reading in reading instruction for primary students. Results indicated that compared to controls, students in the experimental group experienced significant achievement gains. The resource role of the school psychologist is also discussed. (JAC)

Presents six questions parents often ask about their children's reading and provides answers based on research and experience. (FL)

Presents a word identification exercise that can be used with students who have no prior knowledge about the teaching of reading. (FL)

Describes the amount and difficulty of the print on video game screens and discusses the educational implications of children's exposure to the games, and notes problems with their habitual use. (FL)

Shows reading instructors basic principles that may aid them in writing and publishing articles related to the profession. Discusses writers' block, getting started, identifying markets, submitting manuscripts, and working with editors. (FL)

Research on teacher effectiveness in reading instruction is reviewed and implications for gifted students are noted for four areas: reading diagnosis, teacher-directed instruction, opportunities to learn and practice, and engagement in learning. (CL)

Argues that metacognitive development should remain--or become--an aspect of instruction that aims to enhance students' reading comprehension. (HOD)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

Offers suggestions on using underlining as a strategy to help students identify key concepts. (FL)

A learning/cognitive model for computer-based instruction in reading is designed to ensure the development of comprehension based on functional analysis of single-word reading. Six reading tasks (including picture naming and oral reading) are included with video and graphic overlays. (CL)

Presents a dialogue with a student, indicating her frustration with reading instruction that concentrates on practicing isolated skills rather than reading practice for pleasure. (HTH)

Reviews "Comprehension Instruction: Perspectives and Suggestions," by Gerald G. Duffy, Laura R. Roehler, and Jana Mason. (FL)

Describes an activity designed to help students identify the main idea of a selection. (FL)