Suggests an open book approach to education and argues that educators should teach students to use books as sources of information instead of teaching students to memorize information. (RB)

Identifies, organizes, and discusses research suggestions from "Literature Search in Reading" on such topics as language development, learning to read, and the reading process. (RB)

Concludes that today's teacher needs to update her reading, listening, speaking, and writing skills in some language other than the native language to be an effective reading teacher. (RB)

Argues that extra encouragement stimulates a positive self-concept among students who encounter reading difficulties and describes one student's success. (RB)

Provides a preliminary look at the syntactic complexity of primary grade reading materials commonly used for initial reading instruction. (RB)

Discusses how to meet the individual needs of innercity students, how to handle skills materials, and how to arouse students' curiosity. (RB)

Concludes that the two reading courses offered by the education department at Clemson University are effective in increasing reading rate, vocabulary, and comprehension. (RB)

Describes the benefits of having students tape their own stories for use by the entire class. (RB)

Confirms the hypothesis that readers mediate the identification of unfamiliar words by comparing the unknown word to known words and parts. (RB)

Demonstrates that discrimination training with verbal materials (words and letters) is generally more helpful than training with non-verbal forms. (RB)