Reports on an examination of intermediate level basal readers in eight series, concluding that they reflect reasonably well the interests of intermediate children. (DD)

Reports on a study that examines the effects precis writing and outlining have on students' ability to identify ideas in a text and generate and elaborate on those ideas in a written form. (FL)

Concludes that students who have not mastered independent reading, who seldom receive instruction in critical thinking, and who are unprepared to engage in critical reading when required to do so, will benefit from instruction in critical listening as part of their reading instruction. (FL)

Concludes that insertion and omission miscues made by either good or poor readers at instructional or frustration levels cause little syntactic and semantic distortion, and that, consequently, time spent coding and interpreting such miscues is probably wasted. (FL)

Concludes that reading interests of children were similar across achievement levels. Offers tips to help low-achievers choose recreational reading materials. (FL)

Studies attitudes of 12 middle school teachers and students concerning what makes a teacher good at conducting conferences. Identifies two key themes: the role of text-oriented instructor and of student-oriented nurturer. Notes that teachers considered the role of nurturer as being most important. Discusses aspects of the nurturing role. (SR)

Describes a technique that helped less-able fourth grade readers develop a better understanding of story parts and how they fit together. Explains that the technique also improved reading comprehension. (FL)

Concludes that using a reading plan sheet and prompting cards helped fourth grade students increase their literal recall. (FL)

Concludes that for fourth and fifth grade students in compensatory reading programs, using test forms from a lower grade level and converting the scores might give a more reliable estimate of achievement. (FL)

Concludes that while any of several types of remedial tutoring was successful with fourth grade remedial readers, children who were merely left in the regular classroom made equal gains. (FL)

Reveals that fourth-grade children were able to tell the differences between expository and narrative text but still needed guidance in how to read the two types of materials best. (FL)

Results of a Canadian study show that students with mild to medium reading disabilities benefited from tutorial remediation and continued to make normal progress the next nine months. (Author/RL)

Examines some problems and techniques for teaching prefixes and suffixes at the middle elementary level. States that fewer affixes should be taught, while emphasizing the application of affix knowledge to unfamiliar words. Lists the most common prefixes and suffixes in printed school English for grades three to nine. (MM)

Describes a teacher's first efforts to implement Reading Workshop in her classroom. Reports the study she conducted that convinced her that Reading Workshop successfully improves reading comprehension and counters students' negative attitudes toward reading. (RS)

Analyzes the conversations and writings of 2 ethnically diverse populations of fifth-grade children (ages 10 and 11) in response to the powerful and difficult themes contained in two award-winning children's books. Discusses the child's voice; the teacher's role as cultural mediator; responses at the literal level; reading between the lines;…