The Group Reading Inventory (GRI) is a reading evaluation tool that can survey an entire class of students at the same time. A testing sequence using GRI that allows teachers to identify the functional reading levels of most students in three short examination sessions is presented. (RM)

There seems to be a pendulum in the field of education that sways from one extreme to another when a teaching method is introduced. The whole language concept caught on, and phonics instruction was then considered defunct. The pendulum now in the process of swinging back is being intercepted, before it goes to the extreme of "all…

The prereading and reading performance of 370 predominantly Hispanic, bilingual school children was followed for 6 years. A 5-test Screening Index misclassified many failing readers but accurately identified children who eventually read well. Predictor tests administered at beginning of first grade showed significant correlations with reading at…

Traditional Individualized Education Program (IEP) goals focusing on mastery of skills taught in isolation are inappropriate for primary-level whole-language classrooms containing children who are deaf or hard of hearing. Sample goals and objectives that measure students' growing ability to read and write are presented. (JDD)

This monograph was developed to provide elementary classroom teachers with suggestions for diagnosing several aspects of children's reading abilities and attitudes. The techniques described adhere to diagnostic guidelines set forth in the first part of the monograph and should be useful in regular classroom situations. The remainder of the…

In accordance with current recommendations concerning teaching reading to kindergarten children, this paper presents a kindergarten reading curriculum. Included are a description of major instructional techniques, a time-line illustrating how instruction might evolve across the school year, and finally, a battery of informal tasks for assessing…

This study reviewed the literature on phonological processes and decoding in beginning reading, and sought to determine the effect of functional articulation defects on decoding abilities in 18 first-grade students. Results indicated that students without speech impediments did not score significantly higher on a decoding test than students with…

The author's philosophy of reading is that if a child is going to learn to read he must want to learn and he must know he is capable of reading. (AM)

Characterizes the intermediate second language learner, taking into account the Gestalt nature of language. (HOD)

Claims that teaching reading is one of the responsibilities of social studies teachers and suggests that teachers can incorporate reading into their regular instruction by knowing reading levels of student and textbooks, providing supplementary reading materials, and working with reading specialists. Journal available from The Social Studies…

Answers questions most frequently asked about the cloze procedure; suggests using cloze exercises to gauge the suitability of reading materials, showing how the technique taps meaning derived from text and indexes both textual reading difficulty and students' comprehension ability. (AEA)

Characteristics of secondary students with a learning disability in reading are reviewed, and the stages of reading development are outlined. Strategies for academic and social inclusion of these students are discussed, including peer tutoring, guided notes, cooperative learning, learning strategies, and teaching reading in the content area. (JDD)

Discusses a developmental approach to children's library services in which the communication element is essential to successful programing and reader's advisory, both of which provide opportunities for using communication techniques that are meaningful in the pattern of a child's intellectual development. The stages of development are outlined.…

Developed as part of the America Reads Challenge, this booklet helps teachers and learning partners to identify "checkpoints"--what most children can do in reading and writing by developmental periods and what most children can read, by grade level. The checkpoints are grouped largely by three-year developmental periods because children…

This book makes a scholarly contribution to the debate about standardized testing in American education by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what…