Raises issues about research into the teaching of reading. Encourages readers to use the journal as a forum to pool their experiences and discoveries on this topic. (MG)

Argues that predictive reading, making informed guesses about what will happen in a story, can be valuable in developing students' scientific attitudes and habits of thought. (RS)

Reviews 16 reading journals, including subscription information. (DF)

Discusses misguided reading instruction that occurs when teachers misuse the teaching of reading subskills to children who are learning to read and write Romanized words. (FL)

Explores what might be established as professional knowledge about teaching reading--knowledge that even the most informed parents would not be expected to have but that teachers need to have. Classifies such knowledge under three headings: structure, support, and strategies. Concludes that reading is a complex process and requires complex…

Describes the Reading Recovery program, how children are identified for the program, and program implementation. Discusses questions about, and criticisms of, the program. (RS)

Examines theoretical underpinnings of metacognition and defines it operationally. Reviews related research findings. Proposes practical implications for classroom teachers who are interested in metacognitive instruction. (RS)

Notes similarities and differences of the two national reports and summarizes the main points of the American report. (FL)

Defines "junior reading books," shows that evaluation of such books is desirable, discusses four possible approaches that could be used in evaluating the books, and provides a detailed analysis of part of the "Wide Range Readers," books widely used in British schools. (FL)

Offers a description and a rationale for language experience learning, then presents an explanation of current developments and factors influencing the implementation of language experience programs. (FL)

Discusses the systematic relationship between the language patterns of a text and the context of situation that enables a reader to predict from one to the other. (FL)

Attempts to justify the place of real books in the beginning reading curriculum, and to suggest teaching strategies for the development of a multi-cue approach to reading. (RS)

Recounts tales--in the tradition of Chaucer--that have implications for the potential of the microcomputer in learning and teaching reading. (FL)

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Examines some of the differences between monolingual and bilingual reading. Focuses on some factors that are likely to influence young bilingual readers' capacity to read in their second language. Offers suggestions for pedagogy. (RS)