The goal of No Child Left Behind appears admirable: by 2014 every child in the nation will test to proficiency in core math and literacy skills. However, as we investigate what schools need to reach these goals, we expose what teachers have long experienced one arduous day at a time: our school system is based on a 19th-century factory model that…

For most people, it is easy to learn to read faster. A reading rate is often just a matter of habit. To change some habits, try these tips: (1) pay attention when reading and read as if it really matters; (2) do not talk either silently or aloud while reading; (3) read in thought groups or phrases of 3-4 words, especially in complete clauses and…

This editorial extrapolates and highlights the role, responsibility, academic course preparation, and competency areas as cited by the International Reading Association (IRA) publication, "Guidelines for the Specialized Preparation of Reading Professionals," for the college developmental reading and study skills professional. The purpose…

The study of reading in restricted contexts ultimately short changes children. The continuous proliferation of research data results in teacher training courses that are overloaded with marginally relevant material. A vast number of "teachable skills" are isolated, and well-meaning publishers produce sophisticated but unnecessary materials;…

Examines children's need to develop the following reading skills for application to the area of science: reading formulas, technical science vocabulary, following directions in a lab manual, interpreting diagrams and drawings, and organizing facts into a hypothesis. (JK)

New conceptions of reading and writing emphasize the active role of the reader or writer in constructing meaning and the inherently social nature of reading and writing. This suggests that classrooms can be viewed as literate communities using reading and writing to accomplish classroom community goals. (MT)

Conceives of reading as the general process through which meaning is construed from patterned forms of representation which take shape in words, visual images, auditory patterns, etc. Discusses reading's role in understanding the images of culture and overcoming the blindness brought about by the neglect of complex reading skills in the schools…

Presents a general theory of text processing that delineates the parallel operations in reading and writing. (FL)

Presents a word identification exercise that can be used with students who have no prior knowledge about the teaching of reading. (FL)

Describes the amount and difficulty of the print on video game screens and discusses the educational implications of children's exposure to the games, and notes problems with their habitual use. (FL)

All students of education need to learn what educational research is and how it can be read and understood. Successful review of research reports involves identifying and analyzing the research problem; the theoretical concepts concerned; the research assumptions; the methodology and procedures utilized; and the findings, conclusions, and…

Discusses whether the learning of separate subskills is a prerequisite for learning to read and whether the reading process actually is made up of many different skills. (FL)

Presents specific ideas for using television as a springboard to instruction in reading, writing, and other subject areas. (FL)

A response to the criticism directed to Yap's causal analysis in the preceding article, "On the Determination of Causal Ordering between Vocabulary and Comprehension." (HOD)

Discusses the cultural limits to certainty of measurement and assessment claims about reading and examines some examples of classroom reading lessons. (Author/MLF)