Reviews some of the research on the effectiveness of direct versus incidental instruction of beginning reading. (MKM)

Notes that objective-based reading programs can be a useful tool for the reading teacher when used flexibly in the classroom. (MKM)

Describes four activities--oral cloze, "zip,""maze," and synonym cloze--which have been successful in introducing primary students to the prediction procedures so critical to comprehension development. (JM)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Attempts to resolve the contradiction between motivating children and teaching them certain reading skills by organizing them into two complementary types of groups, direct instruction and independent activities. (RB)

Proposes a plan for teaching reading based on determined reading skill weaknesses of the students. (RB)

Outlines a procedure for direct teaching of reading skills and gives specific examples of how to use the procedure. (FL)

Discusses whether the learning of separate subskills is a prerequisite for learning to read and whether the reading process actually is made up of many different skills. (FL)

Offers strategies for teaching reading skills that are important in the study of mathematics. (FL)

Presents specific ideas for using television as a springboard to instruction in reading, writing, and other subject areas. (FL)

Presents a panel discussion of five eminent educators (Ira Aaron, Jeanne Chall, Dolores Durkin, Kenneth Goodman, and Dorothy Strickland) on a variety of issues in literacy education, including the politics of literacy education and the challenges facing literacy educators in years to come. (MG)

Describes a strategy that employs inverse tactics in teaching students to summarize stories using capsualization guides (brief, general summaries of stories with very few specifics). (MM)

Takes a look at reading assessment in the third-grade classroom of Susan Kane at Ferncrest Elementary School. Describes some of the balances that she has achieved in reading assessment, and discusses the challenges that remain. (SR)