Concludes that elementary school students had difficulty understanding main ideas of social studies passages and were significantly less skilled at this task than at completing main idea workshops. Suggests that the worksheet approach to social studies is insufficient and that direct instruction using textbooks is needed. (FL)

Reports the development of a 227-word, primary-level list that was drawn from words appearing in more than 400 books for beginning readers. (FL)

Examines the role of various word features (versatile letter combinations) and basal text factors (word repetitions) in the developing word recognition skills of 93 first-grade students. Indicates that the text to which children are exposed early in first grade may differentially shape their word identification strategies. (HOD)

Suggests that, by adding LEA, individualized reading, and varied language arts activities to the basic reading program, teachers, helped by parent aids and peer tutors, can enliven reading instruction. (FL)

This guide explains the essential elements of high-quality reading programs and provides suggestions for raising reading achievement in the elementary and middle grades. It is designed to promote the development of the principal as an instructional leader and focuses on the principal's role in the implementation of an effective reading program.…

The acquisition of labels for concrete objects is considered. Issues concerning the initial acquisition of a word to refer to an object or object concept, the actual words initally acquired, the relationship between the initial categories underlying children's early object names and corresponding adult categories, and implications of the research…

Discusses the results of an analysis of the appropriateness of eighth-grade basal reading materials for remedial instruction of ninth- and tenth-grade students who read two to three years below grade level. Readability, interest appeal, and representation of content areas are considered. Three data tables and a 14-item reference list are included.…

Finds evidence that the reading of content area materials is done less effectively than is the reading of basal readers or trade books, particularly at the lower grade levels. (FL)

Provides several types of prereading activities that combine into one strategy stressing vocabulary, oral language development, and prediction. (FL)

Using the "top-down" view of reading as a communication act, this article describes how "stories within stories," stories with real and implied authors and narrators, create a very complex communication situation. (HTH)

Reports that workbooks and worksheets of two first grade basal reader series included more extra words in the written directional statements of their worksheets than in their workbooks. Concludes that this practice may inhibit pupils' achievement of a lesson's objectives when such materials are used for independent work. (FL)

Discusses research on language development and the conditions that facilitate and inhibit language learning; discusses the basal reader approach to language development and proposes spontaneous talk as an alternative format for teacher/student interaction and language development. (HOD)

This article investigates the impact of assigning poor-prognosis first-grade students to separate transition rooms, and contrasts it with giving similar children (transition eligible) regular instructional settings and under an individualized program, the New Reading System. (Author/CP)