Addresses theoretical and instructional aspects of the reading- writing relationship at the middle school, high school, and college levels. Presents annotations of 14 journal articles, books, workshops, and other material (published between 1991 and 1994) from the ERIC database on the topic. (RS)

Shares classroom practices that are the result of implementing a communication literacy instructional module developed for Project ACHIEVE (Academic Coaching Helps Individuals Experience a Vital Education), a federally funded at-risk prevention program. (RS)

Examines (from the perspective of developmental dialectics) the on-going debate between traditional instruction and whole-language advocates in reading. Provides an overview of the differences between the two camps. Outlines the reasons why whole-language approaches have increasingly been incorporated into classrooms. Speculates on how the debate…

Considers what educators can do to promote quality instruction that prevents, or at least lessens, the incidence of school failure in minority children. Discusses a brief perspective of "The School Development Program," and presents a description of three workshops. (SC)

Describes the nature of strategy use and instruction from a sociocognitive perspective, discusses the need for purposeful strategy instruction for struggling readers and writers, discusses factors that influence strategy instruction, describes current classroom practices that are congruent with sociocognitive theory, and suggests that strategy…

Parsimonious models of word recognition and reading comprehension were validated in a sample of third-grade readers. Word recognition was modeled as phonological awareness, decoding skill, and word processing rate. This model demonstrated the importance of unitization of letter clusters for efficient word reading. A curvilinear relation between…

Reports discrepancies between manual recommendations and teachers' use of recommendations. (FL)

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Reviews field dependence/independence research as it relates to reading and reading instruction and draws implications for reading instruction. (FL)

Reports on a study in which eight high school students and one elementary school student received practice in making both speeded and tachistoscopic identifications of high and low frequency words. Compares performance of each group to the other and to a third control group where stimuli were presented at a self-paced rate with no experimental…

Reports findings from a study that investigated preschool children's concepts about reading. Offers suggestions for adults who guide young children through their early experiences with print. (FL)

Details a study designed to determine the effects of passage content (schemata) and syntactic structure (clause order) on the inferential comprehension of causal relations of fifth grade students. (FL)

Suggests that microcomputers will change the teaching of reading. Offers economic, political, and scientific reasons for this belief. (FL)

Concludes that there are distinct differences between college reading clinic and classroom reading instruction as it relates to the teaching of comprehension. (FL)

Chronological review of various studies from the past 50 years on the effectiveness of methods for teaching reading, conducted to devise criteria and implement methods for greater reading achievement. (HTH)