Describes several programs initiated by the New Haven public school system to improve student reading. (DD)

Provides ten suggestions content area teachers can use to help students with limited reading abilities. (DD)

Stresses the importance and benefits of children helping each other learn to read. Includes suggestions and guidelines to reading instructors for structuring peer-directed activities. (HTH)

Surveys current attitudes and ideas on how to motivate students to read literature. (JL)

Surveys materials in the ERIC system discussing the causes of reading reluctance and suggesting ways to encourage reading interest and skills. (HTH)

A study was conducted to examine the differences in reading instruction for good and poor readers. Poor readers were found to have less opportunity to read silently or aloud in the classroom and to read only half as many words as the good readers. (HTH)

Examines materials in the ERIC database on the Suggestopedia method of instruction which bypasses the mind's barriers to learning and increases learning and retention. (HTH)

Discusses three ways elementary teachers can improve student understanding expository text through reading and writing of information trade books: reading and writing about information trade books; reading and creating innovations on information trade books; and reading and writing retellings of information trade books. (SR)

Draws on social constructivist theory to present principles of reading instruction for struggling readers. Focuses on three social constructivist-based components that have been used successfully with struggling readers to enhance their reading instruction: a responsive literacy environment, explicit comprehension-strategy instruction, and time…

Presents an overview of research on classroom drama which shows that its use produces positive effects on children's reading, writing, and oral language. Suggests additional questions requiring exploration, and urges researchers to emphasize qualitative rather than quantitative analyses. (ARH)

Describes how art became a central part of a South Texas teacher's language arts curriculum and how such an approach improved children's reading and writing test scores despite (actually because of) the fact that she refused to drill children for the test. (RS)

Describes an experiment indicating that having students write expressively on a regular basis could significantly improve their reading comprehension and enhance their attitudes toward themselves and toward reading and learning. Discusses implications of these results for the classroom and curriculum. (HTH)

A "Personalized Contract Book Program," modeled on the way that competent readers learn to read at home, provided a nonpressured environment that fostered students' reading development. (DD)

Argues that, although a little daily practice substantially improves reading proficiency, reading should be viewed as only the beginning of the literature experience. Suggests that interactions with books can continue through many other forms of response. Annotates 22 examples of children's books that invite dramatization, writing, art, music,…