Academic tasks are listed on the board from which students choose their work. (JH)

After an 3-year period of debate and consideration, Congress has reauthorized the Elementary and Secondary Education Act (ESEA). Signed into law by President Bush in January 2001, the "No Child Left Behind" (NCLB) Act of 2001 will bring many significant changes to schools nationwide. The purpose of this brochure is to help educators in…

The 48 phonemic awareness activities in this book can be used to supplement and enhance any reading program. Most of the activities in the book can be used for instructional purposes; however, the games and activity pages are intended for practice and review, not for the initial introduction or instruction of skills. After a discussion of what…

This manual provides strategies and activities for teachers of first grade students who are not reading by January. It can also serve as a tool for first grade teachers working with students who are experiencing difficulty with reading. The manual focuses on five components that are essential in developing fluent readers: phonological awareness,…

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Problems involving record-setting events are presented, with comments on both the mathematics skills and the reading skills that are involved with each. (MNS)

Reviews several studies showing that learning to type enhances children's language arts skills. Describes a program that successfully taught typing to elementary school children. (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)

Illustrates how it is possible for teachers to prepare children for reading without workbooks and formal texts. (FL)

Examines the powerful roles of rereading and revising within the writing process. Notes how the revision process develops student understanding of the properties of the written word. Suggests four ways by which English teachers may learn the interrelated processes of rereading and revising. (RL)

Describes the steps for creating a study guide to direct students' efforts to understand and remember information from texts. (AEA)

Suggests four steps teachers can use to ensure that content area reading instruction enhances content area learning: (1) determine learning objectives, (2) determine needed reading and study skills, (3) accurately diagnose student needs, and (4) select specific skills for teaching at any one time. (FL)

Provides examples of ways science teachers can use various forms of graphs to teach reading skills. (FL)

Evaluates the characteristics common to most reading programs and offers suggestions for keeping a program a learning rather than a testing situation. (HTH)

Describes a simple, practical strategy for reaching into the inner world of children to strengthen their reading vocabularies. (FL)