Discusses the use of Informal Reading Inventories (IRIs) in evaluating reading performance. Notes that although the IRI provides an in-depth evaluation of reading behavior, it should be used in conjunction with other information to assess reading ability. (MM)

Reflects on reading research and reading education, observing that mature judgment and perspective seem to be lacking in both fields. (MM)

Describes how to motivate middle school readers by using story flow chart organizers. Provides a sample story flow chart for "The Long Way Around" by Jean McCord. (MM)

Provides questions that help students focus on the significant differences between words when studying synonyms. (MM)

Describes several pop-up books (books with movable paper parts) related to travel which coordinate with elementary social studies, provide supplementary information, and motivate reluctant readers. Provides bibliographic information for each book. (MM)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)

Discusses connections between play and reading at the primary level. Notes that sociodramatic play has the clearest link to reading because it involves imagination and manipulation of time and reality. Argues that play facilitates reading when it involves both the manipulation of symbols and acts of reading and writing. (MM)

Presents an approach to evaluation of reading instruction called CIPP (context, input, process, product), including: methods for discovering the needs of each student, getting input from students and colleagues concerning possible action, implementing evaluation in the process of instruction, and then carrying out an evaluation of the final…

Examines assumptions (such as "every adult can read to some extent" and "adult students will be well motivated") held by a veteran high school social studies teacher before he began teaching adults how to read. Discusses how some of the assumptions were valid, some invalid, and others partly valid. (RS)

Discusses reasons why teaching difficult vocabulary in a selection may not improve comprehension. Emphasizes the importance of teaching vocabulary that represents ideas or concepts central to the reading selection. (MM)

Suggests ways to use riddles to teach reading, including riddle statements, clues to riddles, and riddle stories. (MM)

The comparative efficacy of overcorrection, phonic analysis, or a no-intervention control condition on the number of oral reading errors made by three moderately mentally retarded children (ages 9, 10, and 12). Phonic analysis proved to be more effective than over-correction which was also more effective than no intervention. (Author/DB)

There is a chasm in our knowledge of the relationship that exists between reading-writing and scientific literacy. This article was written with the intent of stimulating research on writing and reading to learn science. (ZWH)

Describes the reading program at Lafayette Township Elementary School in Sussex County, New Jersey, one of several designated by the International Reading Association as exemplary. (SR)

Describes the reading program at Pope Elementary School on Pope Air Force Base in North Carolina, one of several school reading programs recognized by the International Reading Association as exemplary. (SR)