Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

Presents a means to teach phonics in conjunction with children's literature by presenting an overview of the literature, describing a comprehensive instructional plan that unites phonics instruction and children's literature, and discussing when and when not to use the strategy. (MG)

Presents examples of a method that teaches vocabulary as a prereading activity using selected quotes so that students can use word parts and context clues such as transitions, connotation, and parallel syntactic structure. (RS)

Discusses the phenomenon that the definitions recognized for the term "word" is frequently different for teachers and beginning readers. Reviews research exploring the phenomenon. Offers suggestions for classroom activities to resolve this state of cognitive confusion. (RS)

Suggests that, rather than ignoring the enormous interest of children for joke and riddle books, educators can take advantage of humor's natural attraction by using it to involve children in reading and to provide worthwhile learning experiences. Discusses humor as an instructional tool, classroom use of joke and riddle books, and teacher…

Introduces the Directed Questioning Activity (DRA), a teacher directed questioning strategy to be used in class with subject matter textbooks containing unfamiliar or difficult concepts. (RS)

Defines a type of literacy task, the search task (locating specific information). Explains why it is of concern, describes research on high school and college students' searching, and offers suggestions for search instruction. (SR)

Provides an overview of the approaches being attempted by reading educators to revise reading assessment based on what it can be, rather than what it is. (MG)

Rethinks the concept of book reports, refuting most reasons for their use. Notes other, more enjoyable ways to teach the skills usually targeted with book reports. Offers guidelines to optimize learning and opportunities for success with book reports. (SR)

Investigates why informational reading causes problems for secondary students. Presents solutions, including how the author has been able to assist pupils in reading for meaning by devising an approach called "Comprehending by Learning to Use Effective Strategies" (C.L.U.E.S.). (MG)

Argues that a primary goal of foreign language instruction should be acquainting students with foreign culture. Discusses how language teachers might facilitate student encounters with foreign cultures. Presents an eight-step process for developing reading skills in a foreign language. (HB)

Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Suggests changes in the Guided Reading format based on recent research on the nature of reading and reading instruction. Emphasizes the dynamic process of constructing meaning from text. (MG)

Offers suggestions for writing and performing original plays with secondary students. Argues that classroom plays increase student motivation, improve reading skills, and build character. (SR)

Studies and identifies the strategies that might be taught to improve students' abilities to read in the content areas. Compares texts used for developmental reading instruction with those used in content areas. Argues for content area teachers to sharpen their skills as reading instructors. (HB)