Offers a method of writing instruction that is based on the premise that students need to learn how to read before they learn how to write. (RL)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Tips for using nursery rhymes to stimulate creative reading attitudes in young children. (CM)

Argues that a coherent program of moral education should be a part of the school's total effort to provide opportunities that foster the development of intelligent behavior and that the skills of critical reading may be used in this endeavor. (FL)

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)

Explores and identifies elements that lead to successful lifelong literacy and good practices in teaching and learning. Presents three personal stories of highly successful readers and writers. (TB)

Challenges basic assumptions underlying the claim that reading is the major source of vocabulary acquisition in a second language, including the noticing assumption, the guessing ability assumption, the guessing-retention link assumption, and the cumulative gain assumption. Reports on three experiments in which vocabulary gains from reading were…

Reiterates hypothesis that there are two routes from onset and rime awareness to reading: one indirect and one direct. Asserts that the evidence that Hulme et al. present against the hypothesis is not convincing, partly because the hypothesis predicts most of the Hulme et al. results and partly because of weaknesses in the design of Hulme et al.'s…

Provides a theoretical framework for thinking about how students read literature through the notions of envisionment-building and stories. Discusses possibilities for instruction. (MG)

Continues the discussion on specific and strategic knowledge begun in last month's column. Argues that while reading teachers have not "wrapped up" the process of teaching reading strategies or content area reading, there are signs of progress. Argues that not all approaches to strategy instruction work for all students or all teachers.…

An analysis is provided of the belief that theories developed about literacy within different academic disciplines and development campaigns have been built around contradictory assumptions. The conclusion is made that research is needed in order to make literacy instruction more functional in adult literacy programs. (109 references) (GLR)

Responds to a previous article in which the author of this article's work on reading subskills is critiqued. The author states that, despite the criticism of his work, he feels the critique offers a useful contribution to the debate about subskills and judgments. (JL)

Discusses adult literacy and the need for appropriate instruction to prepare workers for job-related reading. (MG)

Examines the reading preferences of young adults and their unsupervised responses to favored books. Compares these comments to those made by professional reviewers in an effort to determine the critical skills of adolescent readers. (HB)

Reviews research supporting the use of writing to develop reading ability, highlighting findings that writing exercises improve reading comprehension, recall, and retention of texts. (PAA)