Outlines a module on diagnostic and prescriptive teaching which was developed for teachers in service who needed a refresher course in reading. (JM)

A disproportionate emphasis on mechanics impairs students' reading by detracting from the focus they should have on making sense of the world. (DD)

Describes the components of a competency-based elementary reading program, including the concept of instruction, the elements of a learning module, the components of modular development, the role of the classroom teacher, and the level of student performance. (JM)

By observing children who learn to read by themselves, teachers may learn some important aspects of beginning reading. (JM)

Suggests that teaching words with a regular phonetic structure first will help children learn, and presents lists of words with regular phonetic structure and three procedures teachers can use in an instructural program. (JM)

Activities based on newspapers can help students to develop four reading-thinking skills--remembering, inferring, evaluating, and appreciating. (JM)

Discusses various facets of student/teacher conferences, as seen in materials available in the ERIC system. (JM)

Summarizes research results from an international study investigating which children benefit from working with self-learning kits and under what conditions. (JM)

Discusses games and simulations which can be used to stimulate student motivation, ensure active participation, and reinforce specific skills and concepts. (JM)

Describes an original and a follow-up survey indicating (1) that reading professors differ as to which studies they would cover in a reading research course--a consensus was indicated for only one study; and (2) four general approaches to teaching reading research courses--textbook, topical reading, specific studies, and student interest. (HTH)

Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

This annotated bibliography of works on semantic mapping includes texts, which instruct in the use of mapping, and articles that provide examples of its use in curriculum planning, reading comprehension, and vocabulary/concept development. (CLB)

Provides answers to questions commonly asked by parents concerning beginning reading instruction. Emphasizes the development of oral language competence, and reading and writing for meaning, rather than formal instruction, and drill in reading skills. (PCB)

Describes principled, research-based ways to consider vocabulary instruction. Focuses on the relationship between vocabulary knowledge and reading comprehension, the role of direct instruction, and definitional, contextual, and conceptual methods of vocabulary instruction. (SKC)

Describes the development and use of a whole-language (i.e., incorporating reading, writing, speaking, and listening) program for first through sixth graders at St. Michael School Michigan based on real book rather than elementary readers. Explains the classroom techniques used to teach various language arts. (DMM)