Points out that the imitative, repeated, and impress methods of teaching reading each have certain strengths and weaknesses of which teachers should be aware. (Author/FL)

Describes a supplemental pull-out program that helped struggling first graders become independent readers who could participate more successfully in their classrooms. Describes in detail how small groups of children were taught using a 30-minute "literacy group" format offering a fast-paced, tightly structured, and well-balanced instructional…

Responds to an article ("On Balanced Reading") in the December 1998/January 1999 issue of this journal. Argues for a closer look and more evidence before committing to "balanced" models of literacy education. Discusses criticisms of Reading Recovery programs. (SR)

Replies to an article in this issue that responded to an earlier article ("On Balanced Reading") by this author. Argues that Welna's unbalanced coverage of research and critique is the very fuel that continues the Reading Wars. Argues that a study of past and present research can lead the profession to common ground. (SR)

Explains how to teach remedial reading students to visualize. Notes that developing this type of interaction with a story helps improve reading comprehension. (MM)

Reports that the addition of 15 minutes of relaxation training to weekly remedial reading periods for disabled readers throughout a school year raised concentration levels and decreased anxiety, neuroticism, and number of reading errors. Describes a few types of relaxation exercises that may be helpful. (ET)

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Presents a step-by-step method for teaching difficult function words to slower readers. (FL)

Describes a summer reading program for 26 remedial readers in which each student left voice-mail messages on the school district's voice-mail system, either reading to the teacher for three minutes or summarizing a book chapter. Describes the teacher's responses and parental feedback and involvement. Notes that all students maintained their…

Presents a case study in which one 9-year-old nonreader of English at a private school made progress in a 6-month remedial reading program. Describes strategies that may help other primary school teachers of English as a second language. Describes the process of instruction and highlights the implications of the findings. (SG)

Argues that educators should eliminate the categorical concepts of learning disabilities and reading disabilities, forsake vested interests in one program or the other, and emphasis solving the child's educational problem. (RB)

Describes an early intervention reading program in Gentofte, Denmark, that is designed to maintain rather than remediate reading skills. (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)

Presents a personalized impression of a successful inner-city reading programs for the disadvantaged. (RB)

Describes how the author worked with one struggling reader to help him learn to make balanced and consistent use of different cues for word identification (graphophonic cues, how words look, grammatical appropriateness of words, sentence meaning, or background knowledge). (SR)