Describes documents in the ERIC data base which discuss effective use of teacher aides. (MKM)

Reading activities for gifted students are discussed. (CL)

Using word attack reading skills as an example, the article focuses on a process for translating the IEP (individualized education program) into a guide for effective instructional planning with handicapped students. (CL)

Fifty-one learning disabled elementary students received reading instruction with a braille phonics approach. (CL)

The article reports on aspects of a recent study of classroom practices in the teaching of ESL reading to Spanish children in bilingual programs. A major finding of the study was that ESL pupils were dropped from ESL reading instruction at a very low reading level (second book, second level), regardless of age. (Author/NQ)

Examines the concept that all perceptual development seems to involve the tactile or sense of feel and attempts to comprehend this relationship. Its implications for teaching reading and for developing instructional techniques are also considered. (Author/RK)

Understanding of phonic generalizations by pre-service and in-service teachers was compared by reading a list of generalizations and asking subjects to supply examples. Results indicated that there was no significant difference between performances of inexperienced and experienced teachers, and that both groups had greater understanding of…

Results of study show that instruction in grapheme-phoneme correspondence using a didactic approach is an invaluable aid in producing specific articulation. (JM)

Summarizes major features of the Project Information Packages and describes the eight steps to follow in order for a school district to obtain one. (HOD)

Describes two remedial programs in reading instruction that work. (IRT)

Describes several ways in which the newspaper is a useful resource for teaching reading skills and for allowing students to model just about all types of writing. (SR)

Explores some possibilities for literacy links with hypermedia technology. Discusses stepping beyond multimedia; examples of hypermedia software; response to hypermedia; research supporting hypermedia's effectiveness in reading instruction; and future technology in the reading classroom. (RS)

Describes how a fourth-grade teacher made poetry part of the daily ritual of her class. Describes how students began to read poems, write poems, and love poems enough to work persistently at reading and writing them. Describes a poetry festival that the class prepared. Describes the many effects, both cognitive and affective, of daily poetry. (SR)

Offers teachers five suggestions for guiding classroom reading practice: (1) develop and maximize prior knowledge; (2) use familiar materials that are interesting and meaningful; (3) model fast, fluent reading; (4) accept all efforts; and (5) expect success of all students. Finds that teachers can facilitate reading as a meaning-making process or…