Discusses possible reasons for the lack of reported uses of computers with adult learners as well as ways computers have been or could be used within reading and writing in adult education. (JOW)

Distinguished between "linguistic insight" and "linguistic awareness" and highlights some linguistic research of interest to reading teachers. (FL)

Evaluated methods of reading instruction in a remedial summer school program. Concluded that instruction keyed to district-adopted basal readers is antithetical to purposive, contextualized instruction and should be abandoned in favor of more creative approaches. (CJM)

Text lookback training in reading instruction was studied using high school and middle school students. Students were assigned to either a training or control group, with training group students receiving instruction on the use of text lookbacks to answer questions. Results are discussed. (Author/DF)

Comments on points raised in June Phillips' paper, "Practical Implications of Recent Research in Reading." These points are: successful comprehension of any reading selection depends upon three interrelated factors; reading should be thought of in terms of stages and purposes; and teachers should use reading selections to incorporate a…

Discusses the problems of overusing workbooks, dittos, and basal assessment tests in beginning reading instruction. Proposes alternatives. (FL)

Takes the position that (1) metacognition is a general and pervasive aspect of cognitive development, (2) is fostered by schooling and appears to be a necessary condition to success in schooling, and that (3) metacognitive skills develop when the individual is faced with both the need to know and a source of information about strategic processes…

This interview with reading expert Jeanne Chall focuses on criticism by Bruno Bettelheim of basal readers and phonics for beginning readers. (GC)

Discusses materials in the ERIC system that teachers might use to expand their students' awareness and appreciation of other cultures. (FL)

Discusses the critical role vocabulary knowledge plays in metaphorical processing and gives teaching suggestions on dealing with metaphors and similes. (FL)

Argues that teachers should know something of the range and depth of the work done by researchers in defining the term dyslexia, and presents a review of the various theories concerning the disorder. (FL)

Describes a project in which children read the works of Peggy Parish, then spoke with her by means of a telephone conference call. (FL)

Explains the technique of using marginal glosses to help students learn from content texts and provides examples of various gloss stages. (AEA)

Discusses specific features of expository writing that are indicative of an author's objectivity and then describes exercises for making advanced second language students aware of these devices and improving their critical faculties. (EKN)