Describes how poetry can be used with the different types of creative drama, including finger plays, pantomime and movement, Readers Theater, sensory awareness, storytelling, choral reading, action poems, role playing, and characterization. (MG)

Investigates the effectiveness of the story impression method--a prewriting activity that develops a schema for ideas found in the story. Suggests that students enjoy using the story clues to write a prestory. Finds that story impressions are a powerful tool for helping all readers (including remedial readers) improve their comprehension. Appends…

Explores the benefits of using Readers Theatre in the content areas. Discusses how to select and adapt text for Readers Theatre scripts and provides suggestions for rehearsal and performing of the scripts. (MG)

Describes home literacy experiences of six Chinese English-as-a-second-language kindergartners. Includes the parents' provision of literate home environments as well as children's functional use of Chinese and English and engagement in Chinese and English literacy activities. Indicates the diverse and cultural nature of the home literacy…

Reports on research concerning cloze techniques; shows how a technique termed the "Interactive Cloze Procedure" was used to help eighth grade students study the use of imagery in a literary selection. (MAI)

Measures the effects of infusing writing components into a university reading laboratory. Reports that reading improvement was significant with writing infusions but that results are inconclusive due to lack of true experimental design. (AEW)

Examines parents' level of education as a factor in readability of communications sent to parents. Concludes that a significant number of parents are unable to read these communications, and that readability and layout of materials should be prime considerations. (RS)

Investigates the readability level of written materials (such as notices or newsletters) sent by six all-day kindergartens/child-parent centers to parents of disadvantaged children. Found that the readability of the materials ranged from sixth grade to higher than college level, and that the mean level was midtenth grade. (ARH)

Investigated the reading strategies of 24 first grade students. Found that the "talk aloud" procedure (Olson, Duffy, & Mack, 1983) is a feasible tool for comprehension process research with young readers, and that it is possible to differentiate between the strategic preferences of good and poor beginning readers. (ARH)

Suggests individualized reading as a solution to the problem of varied interests and ability levels in large introductory college courses. Details how directed individualized reading followed by oral reports presented to the professor was used successfully in an introductory psychology course. (ARH)

Summarizes research conducted at the Center for the Study of Reading at the University of Illinois and points out what it means to daily reading instruction. (FL)

Describes an instructional procedure based on the findings of schema research and illustrating the truth that the more students know about a subject, the better they can comprehend what they read about that subject. (FL)

Finds evidence that the reading of content area materials is done less effectively than is the reading of basal readers or trade books, particularly at the lower grade levels. (FL)