"Policy Perspectives" presents visiting authors' own views and/or research on issues relevant to schools and communities nationwide. The idea that reading skill is largely a set of general-purpose maneuvers that can be applied to any and all texts is one of the main barriers to our children's overall low achievement in reading, argues…

Background knowledge is a critical relationship in reading comprehension. Includes a discussion on the classroom application of background knowledge in reading instruction. (MD)

The principal of the school needs to be highly knowledgeable of how reading should be taught. He/she must know the different psychologies and philosophies of reading instruction. Word recognition techniques and diverse comprehension skills should also be in the repertoire of the school principal. The principal must work in the direction of helping…

A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)

Outlines the components of direct instruction. Research demonstrates that the types of questions asked, the detailed step-by-step breakdowns, and the extensive practice with examples (illustrated in the three studies discussed) significantly benefit students' comprehension. Includes references and five figures. (MD)

The middle school reading/literature instructor needs to determine where each student is in reading achievement and then assist each to achieve as optimally as possible. What might the teacher do to assist students to become good middle school readers? A major problem of middle schoolers is to be able to recognize a certain percent of words…

Discusses the effects of a sustained silent reading (SSR) program on school administrators, teachers, librarians, and the students. Offers suggestions on setting up an SSR program. (SRT)