A reading observation checklist is presented for principal use in classroom observation. (MD)

Concludes that elementary and secondary school teachers generally disagree with the underlying tenets of the psycholinguistic theory of reading instruction. Discusses strategies for implementing effective inservice from a psycholinguistic perspective. (FL)

Concludes that (1) knowing whether we comprehend as we read is indispensible to the process of understanding itself; and (2) without self-monitoring, there can be little textbook learning and even less hope for informed participation in democracy. (FL)

Reviews recent ERIC materials on comprehension monitoring. (FL)

Describes more than 40 sources for locating information of interest to reading teachers and other specialists. Contains an extensive bibliography. (FL)

Contributors suggest ways to improve students' (1) content area reading, (2) notetaking, and (3) book reports. (FL)

Suggests that teachers of reading would be in error to suppose that the displacement of regular methods of reading instruction in their classes by music activities will produce exceptional gains in skills. (Author/RB)

Offers a selected annotated bibliography of methods and materials for teachers working in an Adult Basic Education (ABE) setting; part two will deal with programs and approaches. (Author)

Urges both the teaching of content and reading skills to aid better understanding of technical materials. (RB)

Describes the difficulties of evaluating an inservice reading workshop and suggests a multiphased evaluation approach. (RB)

Dr. Seuss wrote in "Horton Hears a Who," "Don't give up! I believe in you all! A person's a person no matter how small." What a beautiful, encouraging message this is to his readers. Millions of children can't figure out the words on the pages of their books, because they don't know the speech sounds of the alphabet. This is called the alphabetic…

This report draws on data from the National Assessment of Educational Progress (NAEP) to provide a picture of the fourth-grade reading classroom. The picture includes views of teachers and their training, the climate and characteristics of the school environment, and the kinds of instructional and assessment practices that teachers use in reading…

There always has been a problem with grouping practices in reading programs. The complexity of the interaction between readers, texts, and the contexts in which reading takes place often is ignored by educational decisions that suggest that one program, set of materials, instructional technique, or grouping arrangement can address the needs of all…

This topical bibliography and commentary provides an overview of current thinking on the role of phonics in reading instruction. It discusses the value of phonics, phonics and phonemic awareness, the need for explicit instruction, principles in phonics instruction, and recommended instructional procedures. It concludes that findings from research…