An elementary school reading teacher describes how she restructured her teaching methods by encouraging children to read and write as part of an integrated process, rather than teaching reading alone as a set of fragmented steps. (GC)

Twelve elementary children with reading and writing difficulties substantially improved their reading and writing skills and strategies through a microcomputer project. Four software factors in successful applications were noted, including the use of microcomputers to lower risks encountered in making errors. (CL)

The individualized reading approach, which features independent activities and individual conferences with children, is described in terms of specific areas of need when used with disabled students including systematic progress checks and Individualized Education Program accountability. Advantages and disadvantages of the approach are noted. (CL)

Reports findings of educational audit of reading personnel in a large suburban school district to determine their effectiveness in the various roles they perform. (FL)

Suggests that teachers use gothic tales, Indian legends, and other appealing stories to develop students' schema for the literature they will eventually read. Explains how to use storytelling effectively. (FL)

Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

Examines two concerns teachers have expressed over the cloze procedure--that of student frustration and of the impulsive child who does not complete the exercise. (HOD)

Presents four techniques, based on two philosophical premises, that are designed to extend readers' responses to literature: (1) literary sociogram, (2) semantic webs, (3) plot profile, and (4) Burgess summaries. (RBW)

An approach to teaching reading to learning disabled students is described and a sample lesson presented, based on a theory of deviance centering on developmental stages that correspond to chronological age. (JW)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Proposes a theory to explain why writing and reading contribute to growth in each other--both are compositional in nature or require the reader/writer to arrange responses to form a coherent whole. (AEA)

Reports on a project designed to examine the needs and opportunities for reading, writing, and communication software. Offers suggestions for ways to improve software quality. (FL)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Compares the readability of state drivers' manuals, noting that several educational agencies have issued instructional guides to be used with the manuals and mentions how a spelling test can be an indicator of student attitudes. (HOD)

Examines the relationship between the paraphrasing skills of intermediate grade students and their proficiency in reading comprehension and the sensitivity of three methods of assessing paraphrasing skills. (FL)