Bibliotherapy appears to be a viable technique for reading teachers to use. The increased emphasis on values and values clarification in the classroom is just one of the many apparent uses of bibliotherapy and its techniques. Bibliotherapy is also a useful adjunct to the teaching of critical reading, because it requires the student to use higher…

Readers cannot profitably be studied without some assessment of the texts they read. Analyses of texts, however, are of doubtful value unless tested against readers' behavior. Despite the relative neglect of text in research on reading, numerous approaches to the analysis of text have been proposed. The developments within linguistics and the…

Developments in linguistics, particularly in Europe in the work of T.A. Van Dijk, a broader conception of texts that shows promise for the study of reading. Textlinguistics covers a domain of linguistics studies that are involved with texts. Textlinguists are interested not only in those obvious immediate connecting mechanisms, such as anaphora,…

Discusses the use of story retelling as an instructional strategy, describing its potential benefits, including improvement in reading comprehension, use of oral language, and memory. (ARH)

Highlights contemporary reading research as well as some implied instructional practices in four areas, including direct teacher explanation, reading-writing connection, top-level text structure, and main idea identification. (ARH)

Notes that students who are very anxious seem to perform worse than less anxious students on reading tasks. Suggests reasons for this and ways teachers might help to reduce the effects of anxiety. (FL)

Notes that early research on using computers for teaching reading was restricted by the current theories on how reading is learned but that recent developments reveal exciting possibilities for using computers in reading. (FL)

Examines several similarities in practices in education and in psychotherapy. (FL)

The author proposes a framework that describes the teaching-learning process as shared responsibility between teacher and students from the outset. Research leading to the development of this model is reviewed. (MT)

The paper reviews research on information processing and cognitive psychology, and proposes hypotheses about the mind of the dyslexic. The author suggests the need of improved inservice and preservice teacher education to provide more coherent reading instruction. (Author/CL)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

The nature of word-finding deficits among children with learning disabilities is analyzed; research on the relationship between word-finding ability and reading is reviewed; and classroom implications regarding teacher language, student verbal fluency and flexibility, and student social perception are noted. (CL)

The article reviews research on phonemic analysis in beginning reading instruction. Research is of two types: (1) evidence that children with reading difficulties also have difficulties analyzing the phonological structure of speech; and (2) data showing that training for awareness of phonemic segments can help in learning to read. (Author/CL)

Discusses the challenges of translating definitions of reading found in research into classroom practice. (FL)

Examines how the application of certain learning principles in the young child's home can foster successful learning in the schools. Demonstrates how these principles can be better implemented in the schools so that reading problems can be prevented or corrected. (FL)