Examines research on institutional productivity ratings based on publications in reading journals. Discusses why these ratings are calculated, how they are calculated, and the uses to which they are put. (FL)

Illustrates how the author's experiences as a child, parent, teacher, storyteller, and woman have influenced both her understanding of the reading process and the way she teaches reading and writing. Claims that each role provides her with different information and a unique perspective. (JD)

Explains the use and benefits of silent, uninterrupted, sustained reading periods in elementary and middle grades. Indicates that the method not only improves reading and concentration skills, but allows the teacher to observe diagnostically the readers in his/her class. (DMM)

Fifteen activities that interrelate art and reading are described. The activities can be used with elementary school children. (RM)

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Outlines a set of criteria for use by teachers in selecting and evaluating educational software. (FL)

Presents 12 points to consider before buying computer software and includes an annotated list of software for use at the secondary school level. (HOD)

Offers guidelines developed by the Computer Technology and Reading Committee of the International Reading Association that encourage the effective use of technology in reading classrooms. (HOD)

Discusses the construction and testing of The Extended Basic Sight Vocabulary word list. Concludes that it provides educators with a unique instrument for the teaching and testing of words and for the preparation of instructional materials. Includes the word list. (FL)

Reports on a study investigating the effect of prior knowledge of written prose in intact, topic sentence deleted, and topic sentence and concluding sentence deleted conditions, and advances a methodology for determining prior knowledge. (FL)

Argues that some common vocabulary teaching strategies in basal reading programs appear to be based on misconceptions. Suggests that the teacher must stress the vital connection between vocabulary learning and comprehension. (FL)

An experimental, intensive language/reading program involving six hearing impaired students aged 10 to 12 produced dramatic language improvement. The one-year samples showed a great increase in production, with an average of 41 word strings or sentences. An average of 81 percent correct sentences was achieved. (Author/CL)

Proposes three guidelines to assist teachers in helping students become independent decoders: (1) teach the flexible use of a repertoire of strategies, (2) don't overnurture, and (3) provide a strong vocabulary development program. (FL)

Provides abstracts of documents reporting computer applications in reading and language arts that have been entered in the ERIC database. (CRH)

Investigates effects of illustrations on 11-year-olds' comprehension of abstract and concrete passages. Reveals no significant effects due to the illustrations, although ability effects were found for literal, inferential, and total comprehension. (DF)