Examines arguments favoring direct teaching of reading vocabulary and those favoring extensive reading to develop vocabulary, concluding that direct vocabulary instruction is still appropriate. (HTH)

Suggests that most countries using an alphabetic language system judge success in beginning reading as the ability to do tasks demonstrating mastery of the same set of skills, but that the types of tasks used to measure these skills and the number of skills tested vary from country to country. (FL)

Describes a literature course that used popular paperback novels to motivate reluctant readers. Reports on a study showing that liking the materials read could be a strong motivational factor in the increase of basic skills. (FL)

Emphasizes that reading is a whole person process based on understanding the message rather than on isolated skills. (MKM)

Outlines reading activities that can be correlated with children's literature; focuses on the development of vocabulary, syntactic, and graphophonic skills. (MAI)

Argues that the professional educator can make a major contribution to the workplace literacy effort by working closely with a content expert for the particular business. Describes a five-step procedure to conduct a "literacy audit": observe employees; collect materials; conduct interviews; assess skills; and develop assessment measures. (RS)

Encourages teachers to use imitative reading, choral reading, and repeated readings in the classroom to improve intonation, speaking skills, word recognition, reading rate, and comprehension, while boosting self-confidence. (RAE)

Determines what elementary teachers' believe are the most effective assessment practices for gathering data about the reading performance of their students. Finds that teachers perceived all reading assessment as having some degree of merit. Examines the views of beginning and experienced teachers, as well as primary and intermediate teachers. (SG)

Shows how teachers can use sports writing in magazines, newspapers, and books as a starting point for teaching reading skills to non-enthusiastic and inefficient readers. (GW)

Proposes a comprehensive curriculum plan that views reading as a continuing process. (FL)

Offers suggestions for the systematic study of characters that can help children develop skills in understanding stories. Describes two activities that can be used for this purpose. (FL)

Details a study that examined whether second grade children who were achieving at various reading levels scored differently on perceptual and perceptual motor tasks. (FL)

Suggests ways that industrial arts and vocational education teachers can use shop activities for which student motivation is high to teach reading skills. (MKM)

Provides seven recommendations for an effective secondary reading program that will treat reading as a body of skills taught in all subject areas. (MKM)