Discusses the difficulties children have in learning traditional orthography in reading instruction and presents the English-Unifon Alphabet as a solution, citing five advantages of using this single sound-symbol system. (RB)

Directed Reading Thinking Activities and Reflective Reading Thinking Activities are compared, with examples showing how each technique generates classroom discussions. (RB)

The purpose of reading is to communicate and teaching techniques which do not foster meaningful exchanges of information defeat the purpose of reading instruction. (RB)

Suggests using word banks as a class activity in any reading instruction or language arts program. (RB)

Tests the hypothesis that there is reason for teachers to be concerned with the interrelation of audience conditions, the probability of success, and the degree of fear of failure influencing reading persistence in boys. (Author/RB)

Demonstrates how teachers can bring poetry and students together, stressing those reading skills needed for an understanding of poetry. (RB)

The transfer phenomena observed in adults do not universally generalize to the pre-reader and training in phonic blending is necessary in order for phonic-letter training to yield positive transfer to a word-reading task. (RB)

Discusses the use of linguistic resources the child has already acquired when he comes to school in helping him learn to read and communicate effectively. (Author/RB)

Describes the Guggenheim Museum program, Learning to Read Through the Arts for Inner-City Children,'' funded under Title I of the 1965 Elementary Secondary Education Act, and run jointly with the New York City Board of Education. (JM)

Described is an open program in language arts. (MM)

Through reading guidance, teachers can provide a reading experience that is fun for the students. (MM)

Argues that the ability to formulate mental images is an important but often neglected aspect of the reading process. (RB)