Based directly on the reports of the National Reading Panel ("Teaching Children To Read") and the National Research Council ("Preventing Reading Difficulties in Young Children"), this guide is designed to be an accessible and practical document that delivers research findings about effective reading instruction that may serve as guidelines for…

Noting that reading well is at the heart of all learning, this guide suggests reading activities that will prevent a decline in children's reading skills over winter vacation, and the guide encourages parents to spend time with their children through these activities. The guide provides links to the following suggested reading lists: the American…

Reading teachers need to have ample opportunities to experience professional growth. Teachers first need to experience excellent role models in reading instruction. Modeling new curriculum provides teachers opportunities to observe, reflect upon, and ask questions about proposed methods. Literature on new programs should also be passed out to…

Based on the premise that young people have important stories to tell, this book presents adolescents' lives and experiences to show the importance of understanding their literacy practices, to generate ideas for relating those practices to teaching and curriculum development, and to advance the idea that all children need strong, abiding…

This article, intended for Reading Recovery teacher leaders, site coordinators, and trainers, discusses the issue of field visits by teacher leaders to teachers. The article argues that it is helpful, in considering field visits to teachers, to understand the various means of assisting performance described by Tharp and Gallimore in 1988. The…

In the past, researchers believed that reading fluency developed as a result of good word recognition skills; however, it is now believed that fluency must be explicitly taught and practiced orally in order to develop. Readers who are not fluent in reading will be less motivated to practice, have more difficulty learning academic content, and…

Offers suggestions for recapturing the interest of students in silent reading. (FL)

Provides selection criteria and an annotated list of resources intended for use by teachers in reinforcing existing or newly taught skills or concepts, improving social interactions among children, providing circumstances for student directed learning, and bringing an enjoyable alternative to learning in the classroom. (FL)

Because reading is a language-based skill and many communicatively handicapped youngsters experience difficulties with it, speech-language pathologists have important roles in assisting with reading development for these children. Suggestions are offered for use in speech-language sessions and with teachers or parents. (Author)

Presents a rationale and suggests methods for teaching reading in college social science courses. Urges instructors to stress vocabulary and purpose when making reading assignments. Discusses ways of passage-marking; the skim, question, read, record, and review (SQ3R) method; and assignment mapping. (AYC)

Suggests ways in which school personnel can keep abreast of current educational research. (MKM)

Presents a method of teaching children how to read using a constructive communicative technique. (MP)

Outlines the classification of children who experience difficulty reading into two categories - poor readers with learning disabilities and poor readers without disabilities. Examines the validity of this form of classification and offers a new approach for dealing with children with reading problems. Explains that the proposed approach utilizes a…

Discusses the current political situation in the United States and the ways in which literacy education, particularly reading education, has been socially constructed and politically situated in the last several years. Suggests that the policies educators are currently implementing will lead to a generation of teachers who pay homage to externally…

Explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. Defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction. Explores how the metaphor of…