Examines the nature of comprehension, specifically in the area of reading, and offers some techniques for teaching comprehension. (FL)

Discusses four oral reading methods (Neurological Impress Method, Echo Reading, Repeated Readings, and Assisted Reading) in terms of their potential for building fluency. (Author/DB)

Outlines the story of one first-grade student's successful struggle with learning to read. (MD)

Points out some recurring ideas about the use of children's literature in the elementary reading program based on a review of 25 years of "The Reading Teacher." (FL)

Explores Laura Ingalls Wilder's "Little House" books as a series of seven books of increasing complexity, to cast light on the processes of reading development. Examines ways Wilder used to help her reader develop. (SR)

Claims the United States must upgrade the literacy skills of its young people if it is to keep pace with changing job demands and global economic competition. Suggests that developing effective school reading programs is at the heart of any comprehensive plan for improving the adult literacy of American citizens. (NH)

Discusses practice reading and the pause, prompt, and praise remedial reading procedures used with low-progress readers of primary school age. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between reader and tutors. (Author/BSR)

Developing a community of people interested in improving student reading achievement is an ongoing trend in education. Time and effort need to be put forth to become engaged in studying and promoting reading achievement. With high stakes state-mandated testing, it becomes even more important for teachers, school administrators, and the lay public…

Suggests that since experts differ in their interpretation of reading, it is essential to establish a common concept of reading that involves the notions of independence, understanding, utilization, appreciation, and enjoyment in order to have fruitful discussions of reading progress between parents and teachers. (AEA)

Suggests that, rather than ignoring the enormous interest of children for joke and riddle books, educators can take advantage of humor's natural attraction by using it to involve children in reading and to provide worthwhile learning experiences. Discusses humor as an instructional tool, classroom use of joke and riddle books, and teacher…

Separate columns in this newsletter issue emphasize (1) the need for parents and teachers to encourage children to write notes to one another to improve their literacy; (2) the use of mathematics in an integrated curriculum; and (3) the importance of reading to children. (MDM)

Suggests that using creative dramatics in the classroom reading program can benefit children by improving their reading skills and self-concepts while allowing them to enjoy school and reading. Explains how to create such a program. (FL)

Looks at traditional procedures for reading instruction and analyzes the problems inherent in them. Proposes a thematic approach to instruction as an alternative. (FL)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Describes the Young Hoosier Book Award program, which is designed to promote voluntary reading. Notes that schools across Indiana are deeply impoverished in terms of literacy resources for students and that school libraries are chronically underfunded and are in dire straits. (RS)