In order to be a good reader, your child must be able to do two things at the same time: (1) decode the words on the page and (2) understand what the words mean. Early reading instruction focuses on teaching a child how to read single words. But being good at reading single words is not the only skill your child needs. Once your child has become…

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…

In "Effective Literacy Coaching: Building Expertise and a Culture of Literacy," literacy experts Shari Frost, Roberta Buhle, and Camille Blachowicz provide more than 50 practical activities designed to help K-12 literacy professionals: (1) Assess the current literacy program; (2) Plan changes that will foster a culture of literacy; (3) Collaborate…

The idea that the person doing the talking is the person doing the learning seems counter-intuitive. Yet, that is exactly the case. When students put their thoughts into words, they internalize the learning. As they dialogue with peers, articulate their ideas, and express themselves, their oral language skills translate directly into written…

In this book, the author suggests that to truly learn, students should be puzzled about new knowledge. Question-finding, the unique strategy described in the book, fosters this learning by leading adolescent students to probe the multiple meanings of text and ask challenging, open-ended questions. Focus units illustrate how teachers can use…

The What Works Clearinghouse (WWC) Practice Guide, "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades" addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five specific recommendations for district…

Offers four steps that parents can follow to help their children develop comprehension while reading. (FL)

Offers views on the reading-spelling relationship by two spelling researchers, Jerry Zutell and J. Richard Gentry. Points out that all research supports some degree of formal word study. (MG)

The author describes the Neurological Impress Method (NIM), a remedial reading method in which students and instructors read aloud in unison, and the Presenting Technique, designed as a downward extension of the NIM. (CL)

This paper considers the role of realism, idealism, experimentalism, and existentialism in the teaching of reading. The paper first discusses realism, noting that reading specialists who are realists desire to have objectives stated in measurable terms--in state mandated tests the tests are to be aligned with the stated objectives. In idealism,…

Presents an updated version of the Instant Word List, based on recent research into word frequencies. Explains why the instant words are important, the basis of the new list, and the uses of the list. (FL)

Outlines a parent-teaching program whereby the parents provided assistance on an exchange basis instead of working with their own children. (HOD)

Describes and reproduces a public-domain instrument that would help in quantitative group surveys and enable teachers to estimate reading attitude levels efficiently and reliably. Presents the instrument along with a discussion of its development and suggestions for its use. (MG)

Reviews two current resources stimulated by the 1985 publication, "Becoming a Nation of Readers": (1) "Counterpoint and Beyond: A Response to Becoming a Nation of Readers," (Jane L Davidson, editor); and (2) "Becoming a Nation of Readers: What Parents Can Do," (Marilyn R. Binkley, preparer). (MM)

Discusses changes needed in the assessment of reading. (MM)