An assessment model is presented that breaks reading down into six discrete skill areas that are both teachable and assessable. The six traits of an effective reader are: (1) decoding conventions; (2) establishing comprehension; (3) realizing content; (4) developing interpretation; (5) integrating for synthesis; and (6) critiquing for evaluation.…

Whole language is a response to the increased knowledge base about language, literacy, and learning. Whole language educators believe that teachers should have direct access to this knowledge base and be supported in their efforts to use it to inform instructional decisions. This response stands in contrast to more traditional responses in which…

Arguing that following some simple concepts can drastically reduce the rate of illiteracy, this booklet maintains that the extent of the literacy problem is teacher-induced and can be reversed by the systematic teaching of the phonics of the English language. The booklet argues that students in grades 1-3 are just beginning to learn how to read…

Mnemonic devices can help or hinder young children's efforts to learn. An example of the facilitative use of mnemonics is Lyn Wendon's Pictogram System, an approach to reading and spelling that pairs intrinsically interesting images with letters of the alphabet and their combinations. The sentence "Arthur Ar has a get-away car"…

Seventeen deaf adults and 17 hearing controls participated in three experiments to determine the use of morphemes by deaf Ss as a unit of analysis in reading English. Ss were asked to circle pairs of words with related meaning, divide a derivationally complex word into its component parts, and choose words that best complete sentences. Among…

The purpose of this article is to depict reading as a dimension of language and present the implications of this relationship for teaching, and to explore the functions reading serves in promoting both conceptual and personal growth. (RC)

Describes a reading program based on community-school cooperation. (RB)

Suggests that unity is the most important concept students must learn to be effective readers. (RB)

Contains suggestions for making graduate and inservice reading instruction relevant to modern-day teaching situations. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on various aspects of gifted children's reading problems. (Author)

Teachers involved in developing curriculum materials were more aware and critical of their own effectiveness in the classroom.

Concludes that the development of the reading abilities of preschool children in Japan is mainly a responsibility of the parents. (RB)