Provides a description of the materials and resources available in the Educational Resources Information System and explains how to gain access to the contents. (RB)

Explores the difficulties inherent in determining who are effective reading teachers. (JM)

Reviews the literature in the Educational Resources Information Center (ERIC) on using newspapers to teach reading. (Author/RB)

What teaching strategies must teachers of reading be able to perform and how are these strategies applied effectively in teaching children to read? This article attempts to answer these two important questions. One key element of a successful reading program focuses on the teacher. A brief review of the teacher effectiveness literature, including…

Reviews the literature on the importance of linguistics in reading instruction at the elementary level. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on models describing the reading process. (RB)

A discussion of selected ERIC documents that focus on teacher effectiveness in reading instruction is presented. (MKM)

Research on teacher effectiveness in reading instruction is reviewed and implications for gifted students are noted for four areas: reading diagnosis, teacher-directed instruction, opportunities to learn and practice, and engagement in learning. (CL)

Explores the role of vocabulary in reading development and suggests some classroom-tested approaches for nurturing students' vocabulary development and interest. Discusses vocabulary growth, vocabulary and concept development, and active processing of vocabulary. Discusses applications and examples of active-process vocabulary instruction,…

Discusses the advantages and disadvantages of criterion referenced testing in the elementary reading program. (RB)

Reading comprehension includes both how much a reader remembers and how well the reader understands what has been read. It is dependent upon processing meaning. A model for how this is done includes three steps: identifying important elements of the text, constructing representations of important text information, and matching the representations…

Describes a study of the visual discrimination abilities of children who varied in their ability to recognize words. Indicates that visual discrimination skills of the type needed to discriminate between single artificial graphemes do not seem essential for the word recognition aspect of reading. (TJ)

Samples of third- and sixth-grade teachers were classified as associated with students of high or low achievement in reading. Significant differences between grade levels were found in responses to a survey of teacher emphases in reading instruction. There were no significant differences in emphases for teachers of high- or low-achieving students.…

Teacher characteristics and student variables go together to constitute a reading instructional program. (Author/MLF)

Suggests ways to increase students' vocabulary in a developmental reading program. (TO)