Describes the development of a 99-word multiple meaning word list and offers activities designed to develop children's knowledge of multiple meaning words. (FL)

Uses case study data from three young readers to examine the assumption that commercial informal reading inventories are as reliable as teacher made tests. Questions that assumption. (FL)

Describes four strategies that employ competition as a means to motivate remedial readers to practice decoding. Discusses the value of competition as well as cautions to be exercised in using it. (FL)

Examines word recognition through a research review indicating that words are only one of many units that are processed during reading. Discusses features that occur within words but retain significance only across text and explores some of the cuing systems of printed language used by beginning and skilled readers at both the word level and…

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Concludes that good comprehenders are far more likely to use lookbacks (rereadings) than are poor comprehenders and that training improves performance of both groups. (FL)

Argues that readers are created, in part, by the materials and models they have for reading. Recommends a number of books that teachers might want to share with their students. (FL)

Goodman critiques a previous article in this journal (see EJ 217 652) that discussed a 1965 research study he conducted; he argues that the other article reflects confused thinking, and he suggests why the findings and implications of his research study have gained wide acceptance. (GT)

Explains that Reading Recovery is a widely used preventive early intervention program designed for young children who have failed to respond adequately to formal reading instruction. Discusses the theoretical underpinnings of the program, the assessment battery used in the program, the specific procedures and instructional strategies emphasized,…

Describes reading center activities designed to make reading fit into the real world and the real world fit into reading. Uses a whole language approach both to promote ideas that are novel to students and to promote excellent children's literature. (RS)

Looks at growth in listening comprehension of 146 children from third grade to fifth grade and their fifth-grade estimate of accumulated wide reading as measured by an instrument using a checklist-with-foils logic, the Title Recognition Test. Indicates that individual differences in growth of listening comprehension from third grade to fifth grade…

Examines print access in a comprehensive way to include home, school, and community resources. Finds that consistent with previous research, convenient access to reading material, regardless of these eleventh-grade students' reading ability, was associated with more frequent reading. Discusses implications for providing students with easier access…

Describes a reading program based on Piagetian theory and a psycholinguistic interpretation of the reading process. Explains each component of the program and offers evaluative data attesting to its success. (FL)

Concludes that there is a relationship between imagery level and comprehension and that imagery level of text can be determined "a priori" of pupils reading text. (FL)

Concludes that teachers failed to follow the majority of recommendations found in the literature concerning seatwork assignments and did not assume a central role in students' learning. (FL)