Argues that teacher-made worksheets built on basal reader stories can help students' make connections with the stories and provide them with practice of important comprehension skills. Suggests ways to make such sheets. (FL)

Describes and presents an inventory for estimating primary grade students' ability to read mathematical vocabulary and their understanding of math concepts. (FL)

Concludes that the Spanish Oral Reading Test can be a useful tool for teachers who need to estimate the reading levels of immigrant children. (FL)

Examines the influence of parents on the development of their children's reading skills and habits and examines some specific aspects of the home environment that are closely related to reading. Concludes that parents have an important contribution to make, both to the development of reading skills and encouraging the leisure reading habit. (HOD)

Notes that, while the test is not recommended for children at the lower and extreme upper levels, it does provide a valid and reliable measure of some of the abilities that may be involved in the reading behaviors of five- and six-year-old children. (FL)

Concludes that the test represents a carefully designed, standardized, norm referenced instrument for children aged 6 to 14.(FL)

Reports findings of a survey of elementary school children concerning their preferences when being read to by others. Gives their responses to the survey's 11 questions and draws recommendations from them. (FL)

Looks at the lives of two well-known writers to explore how diverse experiences produce literate adults. Discusses Agatha Christie and Jack London who used reading and writing to earn a living and to gain international reputations. (MG)

Suggests that reading programs should be structured to include group work and interaction so that children gain a sense of "I-Thou" community through reading instruction. (JC)