Describes an interactive approach to reading instruction in which, by manipulating text on a computer screen, learners literally write "between" and within the lines, integrating their own thoughts with the text. (SR)

Discusses the issue of the use of nonfiction reading in the primary classroom. Looks at the way a group of children progress from asking questions, to knowing the facts, to becoming reasoning beings. Outlines the experiences of one teacher's attempt to help children take steps to discover information on pigs. (HB)

Presents an account of how one English teacher taught William Shakespeare's "Othello" through dramatics in a challenging way. Considers how teachers of drama might discuss props, stage directions, and the proper handling of Desdemona's handkerchief. Explains how teachers should try to take the plays from "page to stage." (HB)

Describes a generic planning frame for a five-step strategic reading lesson that can be implemented with little or no preparation and, thus, is ideal for substitute teachers. (SR)

Describes the problems of a hypothetical disabled reader in terms of his possible lack of phonological awareness. Explains phonological awareness and its subunits with examples. Discusses research that supports the notion that phonological awareness is necessary for reading success, as well as the issue of whether children can be taught…

Explores the use of a diary as a tool to mediate the strategic reading instruction of classroom teachers. Finds that a diary may be an important mediational tool in helping reading teachers to access knowledge acquired during inservice education and regulating their instructional activity. (RS)

Describes "Reading Online," a new electronic journal of the International Reading Association. Notes the interactive nature of the articles and the seven major sections of the journal. Suggests that the online journal is easy to access and use. (RS)

Discusses text sets as a way of grouping children to teach reading. Discusses what text sets are, why to use them, and how they are used. Suggests five steps for using text sets. Offers a list of six sample text sets of books on six different topics appropriate for use in first grade. (SR)

Shares numerous short descriptions from readers of this journal describing their ideal reading classroom. Includes specific "creative and engaging" ways to teach reading in those classrooms. (SR)

Describes the work of Andrew Carroll, director (and only full-time employee) of the American Poetry and Literacy Project, who tours the United States giving away books of poetry to combat the idea that poetry is only for the intellectual elite. Some of his suggestions for teaching poetry to students are discussed. (SLD)

Recommends a constructivist approach to reading instruction. Argues that (1) ownership is the overarching goal of the curriculum; (2) constructivist approaches improve word identification and higher-level thinking; (3) phonics instruction should be properly timed; (4) writing makes a significant contribution to children's learning of phonics; and…

Identifies strategies reading tutors and struggling readers used while reading electronic books. Finds that tutors primarily used nine types of strategic comprehension prompts, two of them unique to reading electronic books. Finds that the most prevalent strategy used was to prompt tutees to activate the context elaboration features (multisensory…

Describes how basal readers manufacture reading failures among students from less-privileged economic and social backgrounds. Reviews the history of reading instruction in the United States. Calls for educators to speak out against reading practices that protect the privilege of the upper and upper-middle classes by encoding their values and…

Educators and parents must refocus children's minds and energies toward reading. The "I LIKE ME!" program uses a personalized reader that addresses reading and self-concept issues at the kindergarten level. The personalized reader delivers powerful "I" statements as positive inducements for learning and achievement. Results…

Looks at what is known about multisyllabic words, which is a lot more than educators knew when the previous generation of multisyllabic word instruction was created. Reviews the few studies that have carried out instructional approaches to increase students' ability to decode big words. Outlines a program of instruction, based on what is currently…