Reminds teachers of sound practices of reading instruction, such as silent reading, the reading writing relationship, effective questioning strategies, proper reinforcement strategies, and ways to avoid wasting time. States that under the pressure of the demands of teaching, teachers may forget the sound practices they already know. (RS)

Shows that sixth-grade students did not use as much oral language for forecasting and reasoning as did third-grade students or students in kindergarten when their language was recorded under similar conditions. Suggests that perhaps the very process of schooling inhibits students' need to think creatively and to reason. (FL)

Investigates the transfer effects of graphic organizer instruction on fourth graders' ability to use top-level structure as an aid in comprehending and retaining content reading materials and concludes that there were no discernable effects. (DF)

Describes a metacognitive study method, LETME, designed to help students manage the entire study process by facilitating the understanding, selection, organization, retention, and analysis of information from expository text. (DF)

Finds some evidence that out-of-level tests are more suitable and reliable for poor readers than are on-level tests. (FL)

Describes learning activities that promote the teaching of reading and writing together within the context of basal materials. Presents an example of how these activities were used in a second-grade classroom. (FL)

Reports on three experiments designed to investigate K. Goodman's finding that children read words better in context than in isolation. Concludes that Goodman was wrong about the effects of context on word recognition, and that what seems to separate good from poor readers is the ability to decode words independently of context. (FL)

Provides evidence to suggest that direction in story structure benefits the recall of low socioeconomic sixth-grade children. (FL)

Indicates that teachers who possessed theoretical and situational knowledge of reading were not more accurate than other teachers in estimating the readability levels of selected passages, and that the accuracy with which teachers estimated the readability levels of passages decreased as the readability levels of the passages increased. (FL)

Examines direction, durability, and dynamics of affected shifts in teachers' theoretical orientation to reading after a two-day whole-language workshop. Finds that teachers moved away from initial beliefs as to how reading should be taught and retained this distance but did not move with consistency toward an alternative orientation. (RS)

Identifies two statistically significant prediction equations involving independent dynamics that are based on information provided by 225 primary teachers regarding (1) 14 predictor variables and (2) their orientations toward three instructional emphases: graphophonics, skills, and whole language. (NKA)

Indicates that each instructional unit was composed of several mini-lessons rather than representing an integrated and related unit organized around a central purpose. Finds that lesson parts failed to make logical connections to previous or following parts. Concludes that the nature of reading lessons could be a contributing factor to the…

Contends that the addition of the microcomputer as a learning tool may enhance student learning and increase teacher effectiveness using the direct instruction approach. Discusses patterns associated with teacher effectiveness, practical application of the direct instruction model, and the incorporation of computer assisted instruction into a…

Analyzes the comments and behavior of one student during an interpretive reading discussion to show that this student proceeds in a cycle of learning. Reviews research in problem solving and reading comprehension to show that, for this student, reading comprehension is problem solving. (FL)

Results do not support the contention of textbook publishers, presidential commissions, and some educators that the reading difficulty level of English, science, or social studies textbooks has eased considerably in recent years. (FL)