Investigated the ability of 311 educators to discriminate instruction in reading comprehension from related activities. Results indicate that although 84 percent of teachers correctly identified comprehension instruction, they were unable to discriminate instruction from other types of activities. (RJC)

Argues that building communication bridges with strength and understanding, clear of barriers, is the foundation for success as a reading supervisor. Also argues that keeping the lines of communication open--and sending clear messages--will enhance the reading supervisor's role and add credibility to that position. (RS)

Examines the terms "phonemic segmentation" and "phonemic awareness," noting that these areas go beyond older notions of readiness and auditory discrimination. Claims that research in phonemic awareness has important instructional implications. (MM)

Discusses literature and research concerning comprehension questions, particularly in the context of the Whole Language Movement. Notes that there are other ways for students to demonstrate their text comprehension, such as literature logs, small group discussion, and individual or group projects. Suggests several implications for the classroom.…

Describes contraints on reading instruction, such as basal readers, assessment methods, and academic competition in the classroom. Presents a motivational agenda for improving reading instruction that removes the focus on ego and extrinsic goals and stresses self-appraisal and development of positive attitudes. Includes 45 references. (MLH)

Describes and evaluates four measures designed to study students' awareness and use of reading skills as strategies. Finds that consistent results were obtained with all measures and that a correlational study indicates strong relationships among the measures. (RS)

Examines the advantages and disadvantages of peer tutoring and Paired Reading, a program of structured pair-work between children with different reading abilities. Claims these methods have great potential for cooperative learning, and emphasizes that good organization by the teacher is essential. (MM)

Argues that direct instruction can be democratic when the content comes from the pupil. Argues that minimal reading achievement levels result from using text-centered, behavioral-objective-based, criterion-referenced, and profitable commercial reading programs. Asserts that students' writing improves when they internalize the alphabet. (RS)

Describes advantages of using newspapers as reading material for disturbed adolescents. Outlines various classroom activities using newspapers, such as a newspaper scavenger hunt, celebrity scrapbooks, and student advice columns. Notes that newspapers are successful because they contain current, relevant information, with none of the negative…

Explains how to "carve" a text, rearranging or omitting words without altering the basic message. Notes that this exercise helps students become aware of how language can be manipulated for meaning. (MM)

Discusses characteristics reading passages must have if they are to be used for main idea assessment. Analyzes each grade one to grade six passage on the Analytical Reading Inventory, Basic Reading Inventory, and Informal Reading Inventory, assessing suitability for use in main idea assessment. Finds many passages are unsuitable. (MM)

Argues that reading research often traces the "first cause" of reading back to the "taxonomic linguistic system," a system discussed in last month's column. Asserts that although many possible first causes exist, the more important issue concerns how to apply these multiple causes in developing an approach to reading…

Explains how to teach remedial reading students to visualize. Notes that developing this type of interaction with a story helps improve reading comprehension. (MM)

Responding to Steven A. Stahl's critique of the author's reading style claims, this article cites four successful pilot programs using the Reading Style Inventory. All four schools demonstrated dramatic reading gains. Generally, holistic reading instruction methods appear to match most closely the reading styles of young children and poor readers.…

Compares two approaches to the study of text in a foreign language. The results of the comparison suggest that providing students with a translation of the foreign text and slowly introducing them to reading and appreciating the foreign language text is more beneficial than simply forcing students to translate the foreign language text. (CB)