Suggests modeling of thought processes with expository text structure as one method of promoting strategic reading with students. Explains that modeling involves explaining the kinds of strategies used and the reasoning involved in the process of making sense of text. (MG)

Surveys middle school teachers' perceptions of what is considered to be important in the reading program at their schools. Finds that teachers perceive that skills mastery strategies receive greater emphasis whereas practices having to do with processes of becoming a reader receive significantly less emphasis. (SR)

Discusses three children who successfully learned phonics in three very different instructional settings (conventional, whole language, and tutoring in a learning center). Notes that the children developed in similar ways, yet at different rates; the teachers nudged the learners toward literacy development; and writing was a part of the curriculum…

Shows how to incorporate direct and functional reading instruction into career education programs. (GW)

Explains what diagnostic-prescriptive teaching is, how it should be used in the reading classroom, and how teachers can use it with classes of 30 students. (FL)

Presents a system for differentiating skills and teaching objectives in a way that makes the underlying common components of the language arts more readily identifiable. (FL)

Offers a brief outline of the results that have been achieved in Title I reading programs, a discussion of the new role that teachers in all content areas must assume for improving reading skills, and a prediction about the future of Title I reading programs. (FL)

Describes a program in which elementary school pupils regularly visit elderly residents of a nursing home to read aloud to them. (GT)

Investigates the validity of the assumption that prerequisite skills to reading competence have been identified; presents a study based on student test scores and a survey of teachers' evaluations of these students. (Survey responses are appended.) (MAI)

A survey of principals and second- and fifth-grade teachers in 25 Puerto Rican schools reveals that (1) they value and use reading tests; (2) province and district-wide reading assessments primarily affect curriculum decisions; (3) the generally accepted goals of testing programs are being met; and (4) their attitudes are similar to educators…

Presents a series of teaching ideas that use language experience stories produced by children to foster their expressive language abilities. (FL)

Presents one way to approach the problem of extracting key concepts from social studies reading materials through the use of concept-formation study guides; includes an example of a study guide for helping fourth or fifth grade children in concept formation. (JM)

Lists four characteristics of strategic readers: establishing goals, selecting appropriate strategies, monitoring comprehension, and displaying a positive attitude toward reading. Discusses how these characteristics provide readers with the necessary skills to profit fully from the reading process. (MG)

Recommends research-based comprehensive changes in basal reading instruction. Points to the need for purposeful, direct, and text-related reading skill instruction, and for a change in the sequence of the reading lesson, with basal skills being taught prior to reading of the text. (ARH)