Uses current ecological research to explore the social nature of the classroom as it affects both teaching and learning. (FL)

Presents eight ideas for classroom activities for improving reading comprehension, all of which are based on recent research findings. (FL)

Reviews recent research concerning the relationship between reading and writing and presents some implications of this research for elementary school classrooms. (FL)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Reports that story grammar seems to be more useful for teachers than for students. (FL)

Reports that students who were reading below grade level were better able to learn words they chose to be taught than words the teacher chose to teach them. (Author/FL)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Notes that most textbooks used in teacher education classes fail to discuss adequately the issues of sex equity, sex bias, sex differences, and the social contributions of women. Offers a list of resources for providing sex equity in education. (RL)

Reports on a teacher education class's attempts at producing reading games for children, which showed that while teacher-made games may be useful, in the long run commercially produced games may be better. (FL)

Presents theoretical assumptions and a practical guide to creating a reading program based on thematic units. (FL)

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)

Reports on a study that examined which of four major components of word problem solving ability was currently keeping a student from solving word problems. Reviews two recent series of supplementary materials that show promise for helping teachers improve their students' problem interpretation. (FL)

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)