Discusses how role-taking can provide a viewpoint for a writer and a real audience for children's writing. Argues that role-taking offers a more accessible route to certain kinds of language uses, particularly impersonal genres and written standard forms that are educationally valued, than direct instruction. (SRT)

Illustrates how the author's experiences as a child, parent, teacher, storyteller, and woman have influenced both her understanding of the reading process and the way she teaches reading and writing. Claims that each role provides her with different information and a unique perspective. (JD)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Disusses three assertions regarding mastery learning in reading programs: (1) mastery learning is adopted to "legitimize" reading programs to the public; (2) schools cannot provide unlimited time for learning to read; and (3) thus, teachers are reduced to managers of materials and, with students, surrender control of their literacy. (HTH)

Some colleges are moving the reading methods course from the college classroom to an elementary school so that students may obtain first hand practical experience along with theory. (JH)

Describes a study that examined the ways students responded to the styles of texts and that also looked at the effects of repeated reading of the same passage and different task instructions. (JL)

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

Contains representative selections from issues of "The Elementary English Review," a precursor to "Language Arts," during its first decade of publication. Includes articles, editorials, and ads reflecting contemporary educational concerns still relevant today, such as the reading and writing relationship and teaching children…

Discusses distinctions between story grammar and schemata, arguing that knowledge of these two concepts has its best educational applications when placed within a developmental perspective. Provides a theoretical framework for story comprehension questioning strategies for teachers. (HTH)

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

Identifies three "formula plots" found in children's literature, outlines ideas for introducing a formula story, and discusses strategies for examining stories of all three plot types, including retelling them and comparing them with other stories. Includes a bibliography of stories using the three plot formulas discussed. (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)

Uses several anecdotal accounts to illustrate principles of linguistic and cognitive development, and then applies these principles to classroom strategies for teaching reading. (DD)

Urges teachers to let students read without quizzing them about every sentence or every book they read. (DD)

Describes how letters from the author's son acted as a major motivational technique to involve students in a remedial reading class. (DD)