Analyzes a shift in the view of the reading process and suggests a modified view of the learning-to-read process as a constructive process. (MKM)

Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…

The author reviews some of the recent research on learning to read, and discusses two theories prevalent during the 1970s of the process of perception during mature reading--the Hypothesis Position and the Direct Perception Position. (KC)

Frames the author-reader-text relationships in terms of contractual agreements. Explores the nature of these contracts and what they entail for authors, readers, and those involved in teaching reading and writing. (RL)

Reviews the literature concerning beginning reading instruction. Concludes that educators have differing opinions concerning the optimum time to begin reading instruction. (FL)

Presents ways a classroom teacher can welcome new students to class, properly place them for instruction, and make them feel at home in a new group. (FL)

The authors refute attempts to reject modality based instruction for reading disabled students. They suggest that although no incontestible evidence justifies modality based instruction, further research on the issue should be conducted. J. Kampworth responds by emphasizing the lack of conclusive data. (CL)

Reviews recent studies dealing with the question of whether students' dialects interfere with their ability to read. Suggests three specific actions that educators concerned with reading instruction might take in order to enhance the quality of reading instruction for students with nonstandard dialects. (FL)

Summarizes research done since 1969 on characteristics of good reading instruction and draws implications for improved reading instruction. (DD)

Discusses the value of comic books as classroom reading material and discusses the findings of a preliminary study of comic book readability. (DD)

Discusses the use of the Moon system, an English embossed reading method, with visually handicapped individuals. Reports advantages of the system, such as its roman character familiarity for those once able to see and the availability of Moon books and materials. Concludes that the Moon system is an important alternative to braille. (PHR)

Describes and examines the taxonomic linguistic system, a multi-level classification of language. Notes that this system not only formed the basis for all reading instruction, but also influenced reading research. Argues that this system should be replaced by one less simplistic and more realistic. (MM)

Provides a simple outline of theories addressing orthographic analogies in learning to read. Addresses some misunderstandings of the analogy approach. (RS)

Reviews "Great Debate" over code emphasis versus meaning emphasis in reading instruction, concluding incidental instruction provided by writing activities of whole language do not guarantee alphabetic understanding. Attempts to disassociate instruction in alphabetic coding from criticism of components of whole-language instruction and challenges…

A review of the literature on reading instruction shows that the earliest reference to content area reading practice was in 1919 when William S. Gray reported that he had asked high school teachers to list the uses that pupils make of reading in preparing assignments. In 1925, the adage "every teacher a teacher of reading" first appeared…