A rationale is presented for the use of bibliotherapy with students who are gifted. Teacher responsibilities and the bibliotherapeutic process are explained. The process is then applied in a unit on perfectionism in literature for high school students and for elementary and middle school students. (JDD)

Explains the "Questioning the Author" approach to reading comprehension, which is designed to get students to build understanding of text ideas by becoming actively involved as they read. Suggestions are given for constructing meaning by going back and forth between the text and discussing the ideas. Some examples illustrate the process.…

Describes phonemic awareness within the context of the multifactorial process of learning to read, presenting classroom activities that draw attention to form without losing sight of content. Activities focus on the following concepts: print carries a message; the concept of word; alphabet knowledge teaches that words are composed of letters;…

Notes that picture books for young adults are a great asset to reading and a useful tool for teachers. Considers how dramatic changes in children's and Young Adult publishing over the last decade have blurred the lines between children's and adult books. Discusses implications for teachers of young adults. Notes that picture books help students be…

Considers how teachers might re-create, rather than import, Paulo Freire into North American contexts--and so not lose the power of his ideas. Takes the method of pragmatism and connects it to Freire's concept of praxis to argue for pragmatic theory and practice in the work of teaching literacy. (SG)

Notes how the author has developed the Teaching and Learning Cues (TLC) approach, an offspring of textbook organizational patterns instruction that stresses the significance of certain words and phrases in reading. Concludes that with the TLC approach, students learn to appreciate the important role cue words and phrases play in understanding…

Written by leading special education researchers with the National Research Center on Learning Disabilities and the University of Kansas, this comprehensive yet accessible reference provides administrators with practical guidelines for launching RTI in their schools. Highlighting the powerful role that RTI can play in prevention, early…

We will never teach all our students to read if we do not teach our most at-risk students to read. Another way to say this is: "Getting to 100% requires going through the bottom 20%." Teaching all students to read requires a school level system for early identification of at-risk students and a school level system for providing those students with…

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and…

A rationale for teaching study skills to black exceptional students is presented along with a suggested instructional approach. The importance of teacher and parent expectations is emphasized, as is the need for developing strategies for nurturing self-esteem, motivation, improved attitudes, and adaptive learning styles in exceptional black…

The paper presents strategies to help regular class teachers help their mainstreamed students read and learn better. The seven teaching ideas are offered for use in "whole class" settings and are designed to benefit both mainstreamed and regular students. Further, the strategies can be used by subject matter instructors who cannot become…

Experienced English teachers recommend worthwhile books for beginning English teachers. (MS)

Proposes ways to prepare potential reading teachers to work in business employee training programs. (FL)

Guidelines are offered for using listening/reading methods with children with reading disabilities. The listening/reading approach is explained to focus on global rather than individual skill development by using a reading model, tracking the line of print, and reading while listening to the same material. (CL)