This textbook the second reader in a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. New words are introduced gradually, and the stories and poems are short and of such character as to appeal directly to the interest and…

Attacks the whole-word, or "look-say," method of teaching reading, widely used in the United States since 1836. Cites evidence to support this method as the sole reason for the high functional illiteracy rate in the U.S. Recommends the use of intensive phonics as the solution to America's reading problem. (NJ)

Presents a brief overview of the history of reading and writing as modes of learning in college over the course of the 20th century. Traces important landmarks in education and research that promoted the integration of reading and writing for learning and its impact on college teaching. Discusses what practitioners can learn from this history. (SR)

McGuffey's "Eclectic Readers" were a pervasive educational influence for almost 100 years in America and over 122 million copies were published before their use began to decline in the 1920s. Originally the work of William Holmes McGuffey, born in 1800 and raised on the Ohio frontier, the first McGuffey's readers appeared in 1837: a…

Contributing to the study of historical aspects of the reading profession, this 33-item annotated bibliography of books and articles on William Holmes McGuffey (1800-1873) and his "McGuffey Eclectic Readers" (more than half the schoolchildren of America from 1836 to about 1920 learned to read from the "McGuffey Readers") is…

This textbook is the second volume in a series on reading, written and oral composition, listening, and manuscript development. The authors provide language experiences as a problem to be worked out. Each lesson may very properly be studied somewhat after the following general manner, subject to such modifications as the nature of the lesson or…

The "Child-Library Readers, Book Three," is planned to provide abundant material, rich in interest, for extending the literature course of the third grade. Schools using "The Elson Readers, Book Three," will appreciate the total absence of duplicated selections in the present volume. Moreover, the fresh, unhackneyed nature of…

Traces Portuguese colonial influences on Nigerian adult education, linking them to the broader dimensions of Nigerian culture. (CH)

The teaching of reading today is based on a rich historical legacy, and although teaching methods and materials of the past frequently differed from those of today, there are still threads and themes that have been evident in reading education since the earliest days. This annotated bibliography celebrates the rich history of professional…

"Readiness for reading" is a phrase familiar to anyone interested in the teaching of reading. Readiness is an essential factor in any phase of learning. If the individual is to learn, some foundation for that learning must be established. Relatively few articles concerning the place of readiness in areas other than reading appear in educational…

Contains representative selections from issues of "The Elementary English Review," a precursor to "Language Arts," during its second decade of publication. Includes articles, editorials, and ads reflecting contemporary concerns of English education still relevant today, such as integrating the language arts and school closings.…

Demonstrates that literacy practices may be more usefully viewed when situated in the larger contexts within which they exist. Examines the impact of social, cultural, and linguistic factors on oral reading in China's elementary schools. (SR)

Retired teacher Roma Gans is described in terms of her early life and education, early teaching experience, teaching experience at Teachers College, publishing experience, citizenship, and retirement. (DG)

Notes that publishers of children's books and teaching materials have been keen to provide appropriate materials for use in the literacy hour. Suggests that lack of time and training to assimilate the new approaches caused many teachers to rely on commercially published materials. Concludes that time to become more knowledgeable and confident…

Dividing elementary classrooms into three reading groups has become a U.S. educational tradition. Reading groups seem to have been an experiment in meeting the needs of students of different abilities, but the original caveats about flexible groups seem to have been forgotten. With the popularization of leveled basal readers, where changing groups…