This article presents the reports from the international research correspondents (IRCs) on the topic of teacher preparation through an informal polling using a questionnaire, consisting of 10 items related to the issue of teacher preparation, in eight countries. The participating IRCs include: (1) Jan Turbill of Australia; (2) Shelley Peterson of…

To determine how children develop schema for text that include increasing sensitivity to text types, text categories, orthographic conventions in words, conventional story beginnings and endings, and text cohesive ties, a study examined the writing of four kindergarten children. The kindergarten had adopted a process-conference approach to writing…

Compares the reading and comprehension ages of children who were in Reading Recovery at age 6 to those in a comparison group as they enter their fifth and sixth years in school. Reports that the ex-Reading Recovery children were 12 and 13 months superior in terms of reading and comprehension ages, respectively. (CMK)

This paper investigates the literature pertaining to the professional reading habits of teachers. Particular attention is given to those teachers working with students with special education needs. The value of professional reading is considered along with the quantity of professional reading of teachers from Australia and overseas, the types of…

The 1976 reading achievement scores of year 5 pupils in Queensland (Australia) primary schools were compared with the scores of year 5 pupils in 1971, using Reading Test QR5. The sample included 1,754 students in 111 primary schools. Analysis of the results showed that scores for vocabulary development, comprehension of implied meaning, and…

Intended to bridge the gap between current research and theory about literacy learning and teaching and teacher knowledge of that theory and research, this book raises questions about what teachers should know about language, literacy, and learning to help children become confident, reflective, independent learners both in and out of school.…

Examines the role of metalinguistic abilities in the initial stages of learning to read. Indicates that children's ability to acquire low-level metalinguistic skills depends in part on their level of operativity, and that phonological and syntactic awareness play more important roles in beginning reading than does pragmatic awareness. (JK)

The first of a two-volume set, this monograph concentrates on a rapidly developing area of reading research, comprehension. Eleven articles cover theoretical aspects, ways of measuring comprehension, and strategies for teaching. Sense of story and its effect on comprehension and the facility to read, listen to, retell, and create stories are…