Discusses the phonics v whole-word controversy in the teaching of reading and defends the use of the phonics approach for certain purposes. (DD)

Suggests several activities to be used with variants of folk tales to develop an appreciation of folklore in children and sharpen their critical reading skills. (DD)

Thomas Kuhn's ideas of paradigm are discussed and their role in the development of science and their application to the issue of disagreements in the field of reading is examined. Disagreements in the field of reading occur and new theories keep on developing, but they should not be abandoned.

Suggests several activities designed to stimulate both the right and left sides of the brain when students are reading literary texts. (JL)

Examines the elements in the text, within the reader, and within the environment that now comprise the broader meaning of the term "context." Discusses how these interrelated elements influence reading comprehension. (HTH)

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Suggests ways to use readers theatre programs to teach literature while polishing reading skills. (DD)

A review of research on phonics, concluding that phonics instruction should be minimal. (DD)

Suggests seven classroom activities that might be useful in teaching word blends or portmanteau words. (DD)

Describes how alphabet books may be used to develop children's visual and verbal literacy. (DD)

A disproportionate emphasis on mechanics impairs students' reading by detracting from the focus they should have on making sense of the world. (DD)

Suggests 22 uses for the newspaper in the language arts classroom. (DD)

Discusses research and instances of children learning to read and or write in the home without formal instruction, tracing the development of such natural literacy. Argues that literacy is primarily a social process, involving both teaching and learning. (HTH)

Jeanne S. Chall, Roger Farr, John C. Manning, Robert B. Ruddell, Russell G. Stauffer, Dorothy S. Strickland, and Richard L. Venezky comment on significant developments in reading during the 1970s, hopes for the 1980s, and important references dealing with teaching children to read. (DD)