A collection of brief essays on ways teachers can use commercial television to stimulate reading, science, math, social studies and language arts curriculum. (SB)

Discusses study which sought to determine the nature and extent (specifically, the credit, enrollment, faculty involvement, and support for the institution) of reading improvement programs in the larger senior colleges and universities in the United States. (JM)

Presents strategies which reading teachers can use with content teachers and students to facilitate the teaching of reading skills in content classes. (JM)

Examines legislation and court cases operating from assumed criteria of reading competence according to standardized tests, and also examines present and possible future criteria for judging reading competency. (DD)

Discusses a study which sought to determine the extent to which teachers or prospective teachers can discriminate among generalizations about phonics of varying degrees of usefulness. (JM)

Suggests ways in which children's literature can be used in the classroom to extend and enrich the reading program while encouraging positive reading attitudes. (JM)

Recommends cooperation among elementary and secondary teachers to develop a system-wide approach to improving reading instruction. (JM)

Reports a survey of practices in reading readiness programs and concludes that in regard to reading readiness, the close relationship between speech and reading suggests that the use of language-based programs is more promising than the use of non-language-based programs. (JM)

Discusses a five-week summer reading program for 44 "high risk" children who had completed the first through the fifth grades in which cloze was used as the culminating language arts activity. (JM)

Gives a listing of articles with ideas and specific plans for developing parent involvement programs in reading. (MB)

Discusses how reading specialists, as resource teachers, can effectively serve the content area teacher. (MB)

Suggests that the most important factor in a child's learning to read is an environment (ideally in the home, but also in the school) which fosters reading for enjoyment. (JM)

Sector analysis (in which the three parts of a simple sentence are the subject, predicate, and sentence adverbial) provides clear steps for developing literal questions. Research indicates that those based on the predicate lead to more learning and better understanding. (JM)

Discusses the "diagnostic and prescriptive" instructional model for teaching young children in the United States to read, and cautions teachers not to rely too heavily on this approach but to remember that much of what they do is art. (JM)