Describes a strategy to teach early readers to look for smaller words that they know within a large word they do not know. (SR)

If children are to read to learn, they must acquire skill in processing and comprehending expository texts. However, teaching children to read and comprehend informational texts takes time, because there are so many complex skills associated with this reading. Building children's knowledge of the content to be studied and introducing new…

Concludes that the development of the reading abilities of preschool children in Japan is mainly a responsibility of the parents. (RB)

Discusses the advantages and disadvantages of criterion referenced testing in the elementary reading program. (RB)

Suggests an easy method to check phonic skills and learn what help the child needs to improve his reading ability. (TO)

Gives suggestions for successful implementation of sustained silent reading. (MKM)

Discusses the concept of "emergent literacy," contrasting this term with the concept of reading readiness. Proposes that a program of kindergarten instruction related to literacy should provide opportunities for children to interact successfully with print. (MM)

Suggests that poor readers have less metacognitive knowledge than skilled readers and fail to use effective reading strategies. Provides guidelines for teaching reading strategies. (ARH)

Contends that the differences between spoken and written syllables make the teaching of syllabication as an aid to increased decoding skills questionable. (TO)

The purpose of reading is to communicate and teaching techniques which do not foster meaningful exchanges of information defeat the purpose of reading instruction. (RB)

Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

Presents a means to teach phonics in conjunction with children's literature by presenting an overview of the literature, describing a comprehensive instructional plan that unites phonics instruction and children's literature, and discussing when and when not to use the strategy. (MG)

Discusses vocabulary development in content area reading and the use of a vocabulary matrix of related concepts and a t-bar chart of words related to new vocabulary. (MG)