Presents research and opinion on the pros and cons of teaching phonics in the middle school. (SJL)

Presents a reading model with seven aspects: word perception, literal comprehension, interpretive comprehension, reactive comprehension, application comprehension, study skills, and rates. (FL)

Provides information and specific suggestions for the regular classroom teacher who must cope with visually handicapped children in reading classes. (FL)

Reviews studies relating to reading instruction for Black children. Points out several problems in methodology found in the studies. (FL)

Discusses a commercially produced program for increasing reading comprehension. (FL)

Explores the possibilities for adapting the basal reader to the particular needs of the student or classroom as opposed to strict page by page study. (HTH)

A reprint of chapter 28 from the authors' book, "K-6: Best Years of Their Lives?" published in 1979 by the (Australian) Primary English Teaching Association, which presents evidence that contradicts reports of a decline in Australian reading standards. (DD)

Describes ways in which the cloze procedure is used for instruction rather than for testing. (MKM)

Discusses how students become automatic at reading sub-skills, the indicators that can be used to determine whether a student is automatic, and the psychological mechanisms that allow students to perform complex skills automatically. Discusses implications of automaticity research for teaching reading. (RS)

Reviews recent literature on automaticity, defining the criteria that distinguish automatic processing from non-automatic processing, and describing modern theories of the underlying mechanisms. Focuses on evidence from studies of reading and draws implications from theory and data for practical issues in teaching reading. Suggests that…

Article develops a rationale for early literacy intervention, reviews the major implications of converging evidence in early literacy and reading acquisition, and proposes mechanisms to enhance early literacy development through the strategic and timely linkage of assessment and intervention. Presents major areas of convergence research regarding…

Presents a nonfiction sampler of 10 favorite titles of the 1990s with descriptions of features that make them distinguished examples of the genre. Notes that the comments about the 10 picks focus on several exemplary characteristics of content, access features, and visual information. Concludes that deciding which nonfiction books to share with…

An innovative, technology-enabled elementary school literacy program was implemented in a large urban school district. The program revolved around having student-adult pen pals read the same books and correspond about them. Statistical comparisons showed that program classrooms outperformed students in comparison classrooms on the SAT-9…

Skilled reading requires attention to many aspects of print at the same time. Some children demonstrate difficulty in attending flexibly to multiple features of print, often focusing solely on decoding or word-level information. These children often lack the insight that reading is more than decoding; they have a difficult time thinking about…

This paper provides a review and synthesis of the research literature on metacognition and reading in children who are deaf and draws implications of the research for classroom instruction. The review is organized into three categories of studies: descriptive, correlational, and intervention research. The review also includes research on word…