Irreverently examines Rudolph Flesch's theories for teaching a child to read "properly." Alternatives to Flesch's method are also given. (HTH)

A memorization technique using books recorded on tapes gave nonreading children practice in reading connected discourse and put them in touch with a variety of books. (JH)

Describes the chief characteristics of the Success for All program and reports some results of its effects on beginning readers and writers. Concludes that reading failure is fundamentally preventable for nearly all children, regardless of home background. (MG)

Argues that the key to helping one seventh-grade boy make the transition from non-reader to reader was in changing his self-image as a non-reader. Shows how he became actively engaged in reading and writing when he felt valued, took risks, and developed his own ideas. Argues for more closely aligning students' lives within school and outside…