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)

Responds to an article ("On Balanced Reading") in the December 1998/January 1999 issue of this journal. Argues for a closer look and more evidence before committing to "balanced" models of literacy education. Discusses criticisms of Reading Recovery programs. (SR)

Replies to an article in this issue that responded to an earlier article ("On Balanced Reading") by this author. Argues that Welna's unbalanced coverage of research and critique is the very fuel that continues the Reading Wars. Argues that a study of past and present research can lead the profession to common ground. (SR)

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)

Questions the facilitative effects of Reading Recovery reported in an earlier article. Argues that differences between Reading Recovery and other treatments in level of teacher training and experience, and in actual time and use of time for instruction, may account for the differential effects of Reading Recovery over other treatments. Challenges…

Responds to an earlier article in this issue about the effectiveness of Reading Recovery. Suggests that achieving an instructional match between compared programs is nonsense. Argues that researchers need to address bigger questions in order to further understand complex, changing educational environments. (RS)

Responds to a response to an article in this issue concerning the effectiveness of Reading Recovery. Remains steadfast in assertion that alternative explanations exist for the findings reported in the original article. (RS)

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 a peer tutoring remedial reading program established at the high school level. Reports marked improvement in reading for both students and tutors. (RBW)

Assesses the feasibility of using a statewide database containing standardized test scores to examine the utility of developmental reading programs in Texas. Suggests that a wide range of academic experiences may pull most students up in terms of reading competence. (TB)

Discusses attitude development, symptoms of poor reading attitudes, and ways to remediate poor attitudes. (FL)

Proposes that universities should offer courses in developmental reading and writing to make this generation of students more effective and efficient processors of information. (EL)

Notes that computer based reading programs are proving to be powerful and flexible tools in reading to reading disabled and intellectually handicapped students. Reviews current research showing promise of wider classroom use of computers. (FL)

The traditional college required remedial reading course has many shortcomings: students are stigmatized by forced placement and resent the course; dropout rates are higher; and high-risk students who take the course take longer to complete degrees and take longer to shed the high-risk label. The skills taught tend to be speed, vocabulary, and…

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)