Discusses the maturational, behaviorist and cognitive or psycholinguistic views of reading readiness. Describes a teaching strategy of "assisted reading," derived from the cognitive, psycholinguistic view. (BF)

Argues that the directed reading activity (DRA) is a teaching strategy of limited use to students and discusses how teachers can transform the teaching strategy into a learning strategy. Discusses the generalization of the DRA strategy, emphasizes self-checking for learner control of strategies, and describes attributional consequences of teaching…

Investigated effects of a collaborative planning task on problem solving and attention to reading comprehension on the part of six student teachers. The group planning task caused student teachers to think about reading and reading instruction and involved them in problem-solving activities associated with the cyclic planning process and teacher…

Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)

Presents an alternative approach to traditional spelling instruction, which is often an isolated event out of touch with the other language arts. Integration of spelling and word study activities with reading and writing activities provides reinforcement and encourages learning in all the language arts. (Author/LB)

Reviews representative instructional studies of inference training, reciprocal teaching, and process training. Discusses both the concept of explicit comprehension instruction and potential difficulties in classroom implementation. Raises two important curricular concerns. (NH)

The author recommends nonrestrictive questioning as one technique of provoking thought. (Author/JB)

Reviews learning systems that incorporate values-clarification strategies reinforced by language experience techniques as a way of teaching children with reading difficulties. (SB)

A review of research indicates that current beginning reading practices typically emphasize discrete skills that fail to take advantage of young children's emergent literacy abilities. Suggestions for strengthening the match between young children's emergent literacy and instructional experiences are offered. (RH)

Four first-hand accounts chronicle a professor's presentation of the reciprocal teaching strategy and other teaching strategies in a graduate education course and three teachers' implementation of these strategies in classrooms at grades one, four, and seven. Teachers learned to use strategies in combination to produce results that differed from…

Describes a tutorial method of individualized, programmed reading instruction that doesn't require and sophisticated materials for its implementation. (AN)

Explores use of reading comprehension instruction to develop oral language in language-minority students. Outlines six teachable abilities that could be developed in students--including determination of important and unimportant aspects of text. Lists ten instructional suggestions that draw on the primary language, cognitive strengths, and social…

Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read…

The effects of daily training in visual memory and basal reader instruction were investigated. Training and tests on 295 first-graders indicated that visual memory training resulted in more growth in visual discrimination and higher levels of reading achievement than reading instruction alone. (SDH)

Based upon the theory of successive approximation (children learn language in a series of stages that come closer and closer to replicating adult language), the method of assisted reading instruction for children, ages four and above is explained in detail. Studies supporting this method are discussed. (ED)