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)

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…

Urges primary school teachers to avoid assuming that simply providing a reading environment will enable all children to understand the reading process, and to be aware of young children with reading or language difficulties early in their school years. Argues that no one method of reading instruction will work for all children. (RS)

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)

Reports on a project in which parents were involved in the teaching of reading to children who had been variously identified as remedial, dyslexic, or backward. Concludes that the project was successful. (DF)

Relates the belief that "shared reading" using big books will provide children with a meaningful introductin to reading. (DF)

Uses miscue analysis to find patterns of reader strategies on two types of texts: a syntactically complex/high vocabulary newspaper editorial; and a syntactically simple/low vocabulary editorial. Suggests that teachers should guide students to focus on the contextual relationships found both within and beyond the sentence level. (MG)

Describes an action research project in which primary school teachers helped their minority group students attend to the cohesive elements of texts as well as the conceptual context. (FL)

Describes two models of childrens' literacy acquisition developed by research psychologists. Argues that these models make practical sense by embodying within them the notion that children use a combination of top-down and bottom-up processes to solve the problems of how to read. (RS)

Criticizes the "project" approach to reading instruction, where beginning reading students are supposed to learn the skills it takes to find out information for themselves by reading from sources. Points out that a large number of ill-defined skills which are not taught explicitly are required to sucessfully complete a project. (SKC)