Finds two general types of intertextual links: (1) links among ideas, events, and people; and (2) social, cultural, political, and historical connections. Notes that the eight high-school students adopted various discourse stances, reflected in the ways they positioned themselves in relation to the passages, and that they used textual resources in…

Examines the reasons teachers gave for nominating a particular administrator for a literacy award. Draws together data to create a profile of the ideal principal: one who places the development of literacy as a priority, inspires faculty and children to do their best, provides moral support, becomes involved with children, and is a good listener.…

Examines material imported into emergent readings--material that is not contained in the original written text of a book--as evidence of the types of information emergent readers use. Pinpoints four sources of nontext importations in the emergent readings: material from illustrations, from prior read-aloud sessions, from personal experience and…

Surveys elementary teachers regarding their literacy programs. Finds more literature and fewer basal materials; heavy use of fiction books; and limited use of poetry, folk tales, and picture books. Provides commentary on survey results from a middle school teacher. Suggests the need for in-depth dialog among teachers to develop a shared vision of…

Presents four composite profiles of teachers who illustrate different approaches to literature-based reading. Notes how different theories about the reasons for teaching literature cause differences in classroom literature experiences for children. (SR)

Examines what happens when children commit themselves to enter a summer library-sponsored reading program. Finds that (1) those students who participate in such programs have consistent parental support and interest; (2) self-initiated reading was the most successful; and (3) children and parents created their own individualized reading programs.…

Finds no significant learning style elements that were different between genders in at-risk, underachieving readers. Advocates offering at-risk students a rich choice of learning opportunities so that they can choose the learning/teaching styles that best suit them. (SR)

Puts whole language and the author's own research into historical, political, and philosophical context. Offers predictions about the future of whole language and education in general. (SR)

Investigates the efficacy of a metacognitive instructional strategy for use with basal readers in improving reading comprehension, strategy use, and attitude toward reading. Finds that children can be taught how to use metacognitive reading strategies and techniques during basal reading instruction. (RS)

Investigates the effects of an experimental set of reading lessons focusing on strategies applied to social studies textbook material. Finds that, in three of four comparisons, students receiving weekly strategy lessons were better at summarizing social studies material than were control subjects. Finds no differences between groups in terms of…

Discusses educational research and the relationship between researchers and teachers. Reviews briefly Jacques Barzun's book "Begin Here: The Forgotten Conditions of Teaching and Learning," and Frank Smith's article "Learning to Read: The Never-Ending Debate." Calls for a rehabilitation of common sense, valuing the thoughtful…

Shows that, at each grade level and overall in grades 1-6, poor readers are not seen by their peers or by themselves as personally and socially as "good" as are good readers. (SR)

Presents a model of introducing content area reading strategies to preservice teachers, which goes beyond simply presenting instructional strategies to show novices how to match strategies to the teaching situation. (SR)

Describes the main premises underlying the model. Briefly outlines the main tenets of second-language reading research. Shows how the model of second-language reading can be made a component of a communicative English as a second-language syllabus. (RS)

Discusses case study of 14-year-old girl who had been diagnosed as poor reader and possibly dyslexic through screening tests. Observes that her performance indicates that her lack of reading proficiency may be attributed to carelessness and wrong anticipation of words. Offers possible reasons for this, and explores the question of whether she…