Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

Evaluates one aspect of the Read It Project, a community literacy project initiated and managed by Leeds Education 2000. Focuses on the reading attitudes and behavior of 61 children who attended Read It Clubs in 1998-1999. Concludes children enjoyed the Read It Clubs they attended, valued the experience, and believed they gained from it. (RS)

Discusses the origins of the interest in faster reading, oculomotor activity in reading in relation to eye movement and eye span, misapplication of eye movement data in courses designed to promote faster reading, and objections to some of the more common mechanical devices used in faster reading courses. (GT)

A comparison of the effects of educational counseling of parents of backward readers with the effects of specialized remedial help for such readers suggests that an interested, well-informed staff who can enlist the positive cooperation of parents can substantially reduce the problem of reading failure without elaborate specialized provisions. (GT)

Describes a 10-week reading program that paired students and parents as reading partners. Concludes that the program was successful because the children's reading scores improved measurably and parents felt the program was worthwhile. (SRT)

Offers suggestions for organizing the primary classroom to provide ideal conditions for teaching reading. (DF)

Reviews reading research in Great Britain in 1987, focusing on: parental involvement; preschool literacy; oral reading; remedial reading; writing, spelling, and handwriting; word recognition; comprehension; reading and thinking; and reading schemes. Suggests that future literacy research should reflect alternative means of investigation and a…

Examines the use of reading diaries, in which parents of poor readers recorded their child's reading activities at home. Indicates that children made a mean gain in Reading Age Score of 6.3 months after five weeks of using the reading diary approach. Reports positive change in reading attitudes for both parents and children. (MG)

Describes and evaluates several methods for teaching reading that can involve the parent in the child's reading development. Concludes that a program involving paired reading in its purest form is the best method. (SRT)