Provides a humorous look at remedial reading strategies by proposing a method of upside-down reading for remedial reading teachers to use with poor readers. (MG)

Argues that reading resource specialists can show content area teachers how to create an atmosphere of support, modeling and guiding students to become strategic readers who gain control of their own learning. (RS)

Addresses the issue of what happens to developing readers and spellers when they are given phonics instruction by describing the experiences of one six-year-old girl who received phonics instruction in kindergarten. (BB)

Discusses ways to interest students in reading and describes a variety of informal book competitions suitable for elementary and secondary school library media specialists as well as public librarians to use. A more formal structure is described for "Battle of the Books," suitable for older students. (seven references) (LRW)

Suggests that abandoning controlled vocabulary texts on the assumption that reading is a psycholinguistic guessing game was wrong. Claims that the current emphasis on strategy instruction, scaffolded reading experiences, and the use of writing to foster letter-sounds may provide good outcomes for those teachers and children who dreaded reading…

Examines previous studies of the effects of prediction activities, prior knowledge, and text type upon reading comprehension. Finds the three elements unimportant to ordinary reading. Observes that many schema theory concepts arose from analysis of difficult reading. Suggests that the schema theory variables may arise only in atypical reading…

Maintains that practitioners have a goldmine of evidence upon which to design effective educational programs for beginning and problem readers. Outlines current knowledge of the beginning stages of reading acquisition for both normal and problem readers and relates this knowledge to current language arts curricular practices. (BS)

Submits that children recognize their first words in a different way than they later decode. Compares the hypothesis that sight words are recognized as wholes to the hypothesis that sight words are recognized as parts. Finds support for the idea that first words are recognized by "selective association." (BS)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Suggests theoretical benefits and limitations of hypertext when used by children and explores how hypertext may differ from the traditional print format in terms of the reading process. Highlights include hypertext books; interactive fiction; reading and writing theories and hypertext; and youth librarians and hypertext. (Contains 21 references.)…

Provides a list of 25 ideas that will enrich reading and writing programs. These ideas include reading aloud, reading demonstrations, reading conferences, independent and shared reading, miscue analysis, guided reading, theme immersion, independent writing, author/illustrator studies, personal journal writing, letter writing, and publishing. (MOK)

Discusses how and why valid college reading and study strategies have become lost, altered, or copied as trends in research and practice have changed. Gives examples of fully viable postsecondary reading strategies that have been "lost," and argues that, with the field's compulsive desire to always be on the cutting edge, useful knowledge from the…

Suggests that teaching students to evaluate what they read on the Internet is critical: they need skills to determine validity, aesthetic or literary quality, accuracy, and authenticity. Offers web site evaluation questions for adult readers, and a web site evaluation form for students. (SR)

In this paper, the author describes reading strategies she used to inspire her students. Teacher modeling followed by student practice became the focus of the guided reading lessons, which included a menagerie of new "reading buddies."

This paper explores the concepts of representation and response as illustrated, first, by "seeing-in" (Wollheim, 1980, 1987) or by the "reading" of a painting in which the viewer regards a particular painting from different perspectives and angles. In both instances, the reading involves a dual engagement with the substance and the medium. This…