Presents a short examination to test principals' knowledge of current theories of reading and reading instruction and offers preferred answers and the reading theories underlying the answers. (Author/JM)

Discusses resource material to help teachers locate children's books in Spanish. (NCR)

Using a reading text as an example, describes several possibilities for the use of fiction in the Hauptschule (a 9- or 10-year "terminal" school). Gives justification for the procedures, which are described, and states teaching goals. The text used is appended. (IFS/WGA)

Analyzes a sample reading lesson to test the hypothesis that the reading achievement of young (5-8 years old) Hawaiian children was increased because the participation structures in their reading lessons had become more similar to those of the talk story, a major speech event in Hawaiian culture. (Author/GC)

Reviews studies from the Far West Laboratory for Educational Research and Development, drawn together by David Berliner, regarding the amount of classroom learning time spent on reading, and suggests ways to use time effectively to improve reading achievement. (DD)

Examines the effects of two teaching techniques on college liberal arts majors' ability to solve calculus problems; concludes that instruction involving a modified directed reading-thinking activity followed by peer tutoring may improve problem-solving ability in calculus. (DD)

Reviews the history and rationale of uninterrupted sustained silent reading and the research related to the technique. Draws conclusions regarding its effectiveness in reading instruction and its place in the elementary school curriculum. (FL)

Contends that curriculum fragmentation does not exist, and that unless children develop a command of the details of any given body of knowledge, they will not be able to use their powers of critical and creative thinking. (Author/MLF)

Describes how, by systematically creating new words from known ones, remedial readers can improve their word attack skills. (DD)

Describes a test of teachers' knowledge of reading comprehension skills that requires teachers to classify reading comprehension activities similar to those found in elementary reading workbooks according to a taxonomy based on the Barrett Taxonomy of Cognitive and Affective Dimensions in Reading Comprehension. (FL)

Explains the prerequisites involved in learning critical reading skills and describes some classroom lessons and activities that can build these abilities with all types of adolescent students. (MAI)

Lists more than 40 books that give information on the use and construction of reading games. (GT)

Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (MKM)

Describes how series books such as "Nancy Drew,""The Hardy Boys," and Horatio Alger stories can be the basis for lessons on critical reading. (MKM)

Outlines essential competencies which will help content area teachers effectively incorporate reading variables into instructional differentiation. (HOD)