Describes in detail a procedure that teaches childen to integrate two word identification strategies--use of contexts and phonics. Reports on a study showing the effectiveness of the strategy. (FL)

An investigation of the relationship of four perceptual and perceptual-motor skills to two measures of reading achievement in normal and learning disabled children in the second grade suggested that deficits in perceptual skills are not highly related to reading performance. (MKM)

Offers the perspective of a university professor who taught a third-grade class while on a year-long leave. Discusses how the teacher immersed students in print, provided students with regular demonstrations of how print is used, and offered frequent opportunities for students to read. Offers insights on diversity in the classroom and inclusive…

Discusses how teachers can begin to create contexts in which reading excites children and links them effectively with books in a variety of genres. Argues that literature is a vehicle for creating contexts to facilitate intellectual growth and critical thinking. (RS)

Identifies three problem areas in teaching students with limited English proficiency to read: (1) the readers' input (what they bring to the reading process), (2) the author's input, and (3) the reading process itself. Recommends that teachers acquaint themselves with students' prior knowledge and language competence level and strive for a balance…

Reviews research showing the positive effects of reading aloud to preschool children in the areas of language development, reading interests, reading and academic readiness, and social attitudes. (FL)

Notes that research supports the idea that children are confused about concepts related to beginning reading instruction. Reports on assessment instruments that are commercially available or can be devised by teachers. (FL)

Susanna, a young girl from a low-income Chinese immigrant family, develops her oral language proficiency quickly in Head Start and kindergarten; however, she needs more support in her reading and writing. This case study examines an unusual journey of Susanna's learning to read and write in English. Observations in her home indicate a home with…

Presents information gathered from teachers regarding diagnostic and corrective reading instruction. Finds current practices consistent with the increasing number of competency-based curricula. Notes that assessment instruments and instructional materials which reflect interactive reading processes are not readily available. (RS)

Shares how writing can be used as a primary intervention vehicle to provide for skill development, strategic thinking, and building self-esteem in a clinical setting. (MG)