A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

As a result of recent federal legislation, school districts are being required to have all students reading at grade level by the year 2012. Such an exceedingly lofty goal cannot be achieved without powerful intervention programs. Here is a guide for districts and schools that outlines an intervention program for students in grades 1-3 who…

In response to the No Child Left Behind Act (NCLB), raising literacy levels in secondary schools has taken on a new urgency. Recognized literacy author, Elaine K. McEwan, focuses her revised second edition on enhancing the "five big ideas" for raising reading achievement with seven cognitive strategies of highly effective readers and…

Over 100 books related to teaching reading are listed in this annotated bibliography. Most entries were published between 1980 and 1981. For each citation, information on author, publisher, and availability is accompanied by a brief abstract and descriptors. A descriptor index is included. (LP)

Extensive research and practical experience demonstrate that learning to read comes less naturally than learning to speak. Although half of all children intuit the alphabetic system from exposure to print and context-driven activities, many (particularly dyslexic, low-socioeconomic, and second-language kids) need an organized program that teaches…

Discusses the use of storytelling and interactive story building as a technique for effective social studies teaching. Describes Storyline, a structured approach to teaching and learning, in which the students and teacher create a story together. Emphasizes the broad coverage of social studies content and skills that is achieved with the method.…

Asserts that writing conferences are the heart of teaching writing. Describes use of picture books and writer's circles to improve student reading and writing skills. Reports that students became more confident in analyzing writing genres and more able to write complex narratives. (CFR)

Defends the author's "Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word Recognition Skills" (1987) against criticisms advanced by Sledge, Blot, and Delisle (1988). (Author/BJV)

Meant to guide administrators and teachers as they strive to meet Governor George W. Bush's goal for all students to read on grade level by the end of grade 3, this booklet presents descriptions of components of a research-based beginning reading program. The first section describes 12 essential components of a beginning reading program. In this…

Designed for workshops or college courses focusing on professional development and inservice teacher training, this book presents over 200 reproducibles (including transparencies, brochures, and fact sheets) to help parents and administrators understand how reading and writing flourish in whole language classrooms. The book addresses the need to…

For most students, the intermediate years offer the last opportunity to prevent continued failure in reading and writing. These years are a critical bridge to the middle grades where the tendency is to be less personalized and focused on individual needs. This book provides teachers, administrators, and staff developers with the best…

Suggesting the need for a balance between literature and intentional skills instruction, this book provides grade 3-6 teachers and administrators with a theoretical base for creating a balanced reading program and gives educators a chance to step into actual classrooms where teachers have successfully implemented effective programs. Each chapter…

Evaluates the report of the Commission on Reading, "Becoming a Nation of Readers," which focuses on giving attention to classroom teaching, testing, and teacher education. It gives recommendations for changes in the way reading is taught and includes the list of 17 recommmendations from the report. (MD)

Maintains that pictures are one constant aspect of children's books. Reviews research on whether pictures hinder or facilitate the development of reading skills in young children. Provides suggestions on when and where pictures might provide instructional support. (CFR)

Based on research findings and practical experience, this booklet presents 10 interrelated ideas to transform instruction in reading and heighten literacy learning for all students. The booklet notes that research has led to new understandings about basic cognitive and instructional processes (particularly those involved in reading comprehension).…