Presents a six-step reading/study skills strategy which helps students learn how to approach a new text. (SR)

Discusses the traps which catch speakers of nonstandard dialect when it comes to learning to read. Lists core understandings that teachers of pre- and inservice teachers can promote to make learning a second dialect--written language--an easy and natural cognitive task. (SR)

Examines the various meanings of "direct instruction" and "Direct Instruction." Provides a context for the intended and unintended use of these terms. Identifies three major components of direct instruction in reading and the sameness analysis that serves as a theoretical basis for designing reading instruction based on direct…

Describes the school reading program at Cary Woods Elementary School (in Auburn, Alabama), one of several school reading programs designated by the International Reading Association as exemplary. (SR)

Describes the reading program at G. C. Burkhead Elementary School (in Elizabethtown, Kentucky), one of several school reading programs designated by the International Reading Association as exemplary. (SR)

Finds that the effectiveness of the "Pause, Prompt, and Praise" procedure varied according to the method of analysis used: subjective interpretation of gain scores indicated that the procedure was the most effective treatment for both tutees and tutors; the ANOVA indicated that the tutoring experience was effective; whereas the more rigorous…

Discusses guidelines for the construction of an informal inventory that focuses on text and reader characteristics and task demands. Gives examples from a sample inventory. Demonstrates how the inventory can be used to plan an instructional program. (RS)

Discusses how to plan and organize for volunteers and the many ways volunteers can help to improve reading instruction in the classroom. (MG)

Reviews 24 books for youthful readers by several authors. Stresses Gary Paulsen's idea that the richness of the "poem" which readers create as they read text is largely a product of the information that they bring to it. (PRA)

Examines what is entailed in effective phonics instruction and shows how such instruction can be integrated into a wide variety of approaches to the teaching of beginning reading. Discusses nine guidelines for exemplary phonics instruction that can be incorporated into classrooms using basal readers, whole-language philosophy, or shared reading of…

Provides an example of how figurative language can be directly taught to elementary students. Provides a collection of figurative sentences that teachers can use with their students. (MG)

A unit about the children's book "Madeline" by Ludwig Bemelmans is presented for providing differentiated instruction to advanced first grade readers. Students are introduced to maps and globes, research skills, cultural differences, and the life of the author. (JDD)

Reviews two handbooks of research and focuses on what they have to offer professionals in the field of reading and language arts. (MG)

Outlines an approach to text graphing through describing four types of graphs: sunburst, matrix, tree structure, and flow chart. The graphing types are then matched to 12 text types. Text graphing realizes the possibilities for enhancing instruction using insights provided by educational research in schema theory and metacognition. (15 references)…

Suggests that appropriate, differentiated reading programs are essential for the academic growth of gifted readers. Describes a program that challenges gifted and highly able readers through the use of curriculum compacting, content modifications, and process modifications. (RS)