Comprehension is the reason for reading, and vocabulary plays a significant role in comprehension. The question is, What kind of instruction best promotes the development of comprehension and vocabulary? The National Reading Panel (National Institute of Child Health and Human Development, 2000) concluded that there are eight effective or promising…

Explores issues of reading instruction with 11 experts representing a range of views toward reading education. Finds unanimous agreement on 3 of a list of 12 easy ways to make learning to read difficult: teach letters and words one at a time; make word-perfect reading the prime objective; and detect and correct inappropriate eye movements. (SR)

Shows that fifth and sixth grade social studies and science students using the Guided Reading Procedure devised by Anthony Manzo scored significantly higher on short-term and long-term retention tests than did students using other reading approaches. (FL)

Contends that visual presentations of story elements can enhance poor readers' comprehension. Supports the claim by presenting a study on a mapping readiness approach to improve comprehension. (FL)

Reports that the addition of 15 minutes of relaxation training to weekly remedial reading periods for disabled readers throughout a school year raised concentration levels and decreased anxiety, neuroticism, and number of reading errors. Describes a few types of relaxation exercises that may be helpful. (ET)

Describes a study that examined the classroom behavior and reading achievement of elementary school children placed on the Feingold food additive elimination diet. Concludes that children who remained on the diet for six months became less impulsive but did not raise their reading scores significantly. (FL)

Offers an analysis of 10 "Sesame Street" episodes, revealing that the literacy messages conveyed on the program do not reflect current understanding of the process of becoming literate. Shows that hardly anybody reads on "Sesame Street." Discusses why Ernie can't read and how to help him read. (SR)

Concludes that students who have not mastered independent reading, who seldom receive instruction in critical thinking, and who are unprepared to engage in critical reading when required to do so, will benefit from instruction in critical listening as part of their reading instruction. (FL)

Reports that techniques that enhanced the quality and quantity of parents' communication with the school were found to improve children's short-term reading performance. (Author/FL)

Describes a teacher-research study of the reading acquisition of a second-grade student. Observes the social and instructional context of Amy's reading and her use of visual and non-visual information. Discusses patterns in Amy's text choice over 4 phases, patterns in strategy use, and teacher roles. Discusses this reader's self-extending system…

Presents a classic of reading research, originally published in this journal in October 1972: a study on miscue analysis and the importance of qualitative analysis of miscues. Shows how such qualitative analysis contributes substantially to thinking about the reading process, how a reader constructs meaning, and the assessment of a reader's…

Reports on a study that compared drawing, discussion, and dramatic play as follow-up activities for reading aloud. Concludes that the children who played had better comprehension of the stories read to them. (FL)

Reports research results showing that kindergarten children continue to progress in their knowledge about reading over summer vacations--without formal instruction. Contains a copy of the Letter and Word Reading Test, which was used in the study. (FL)

Reports that extending practice in oral language skills from kindergarten through the primary grades has a significant impact on Mexican American students' performance on a reading test. (FL)

Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the…