After informally studying his first grade class, a teacher tentatively concluded that some students are phonetic learners and some are not. A faster method of identifying phonetic and nonphonetic learners is needed. No study that fails to consider differences in learning styles can possibly yield valid results except by chance. (MLH)

Examines the tongue-twister effect to help determine the role of phonological information during silent reading. Concludes that the tongue-twister effect results from phonetic rather than visual confusion, and that the locus of the effect is within working memory. (MG)

In the three studies, high school aged disabled readers were taught how to identify passages' main ideas, construct graphic organizers, and write summaries. Study results suggest the need for modeling strategies and consistent feedback and the usefulness of these techniques in helping students monitor their understanding and improve reading…

Presents a rationale for instruction in critical reading (i.e., using a questioning attitude, logical analysis, and inference to judge the worth of what is read). Discuss factors involved in critical reading, including previous thinking, attitudes/prejudices, topical knowledge, and knowledge of critical reading skills. (DMM)

Profiles Andre Allison and Florence Mondry, English teachers at Shoreham-Wading River High School (New York), who have placed composition at the center of their curricula, giving students more responsibility and fostering cooperative learning. Both use reading logs to help students interpret literature intelligently and extract meaning from their…

Provides a selection of criteria (including needs assessment, shared responsibilities, decision making, constant communication, and continuous participation) which must be part of lasting and long-term outreach efforts with parents. (MG)

Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

Discusses the range of response modes and formats associated with forms. (RS)

Presents a means to teach phonics in conjunction with children's literature by presenting an overview of the literature, describing a comprehensive instructional plan that unites phonics instruction and children's literature, and discussing when and when not to use the strategy. (MG)

The article reviews findings in research about gifted readers, instructional materials, and curriculum. Promising teaching strategies are examined including interest assessment, learning styles evaluation, curriculum compacting, and enrichment. Innovative current programs and practices are briefly described. (Author/DB)

Several reading experts comment on the whole language approach to teaching reading and on the whole language debate. Topics include definitions of whole language, characteristics, justifications, shortcomings, and critiques. (IAH)

Reviews five books concerning literature-based classroom instruction. Emphasizes the need to understand something about the history and current status of literature-based classroom instruction to place current books about such instruction in a contemporary classroom perspective. (MG)

Describes a procedure for providing children with multiple opportunities to recognize high frequency words in dependable musical contexts. Contends that music is a potential tool for helping build successful readers. (RS)

Provides guidelines for teaching reading in a multicultural framework. Discusses why, when, and how to use multicultural literature. Offers criteria for choosing good multicultural literature. (RS)

The paper reviews research studies on individual differences in students' predispositions to learning either in quiet or with sound. One study with 64 sixth graders found students achieved higher standardized reading test scores and had better attitudes when taught in congruent, rather than incongruent, environments. (DB)