Argues that the Internet is a valuable information source for teachers. Demonstrates this by presenting an online Internet conversation between three teachers using a teacher "chatroom" to explore an educational issue (how to help students learn to read and appreciate informational text) with other like-minded educators. (SR)

Shares a memory enhancer that has stood the test of time and has supported students in their pursuit of meaningful textbook reading, from upper elementary grades through college classrooms: THIEVES (Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and vocabulary, End of chapter questions, and Summary). Notes the…

Addressing beginning reading instruction in urban schools, this article proposes that a curriculum gap exists in many K-3 classrooms that operate under the guidelines of the No Child Left Behind Act and Reading First. The authors make a case for the inclusion of systematic and sustained instruction in comprehension, content knowledge, and writing…

Demonstrates that the practice of classifying children who have learning disabilities may do more harm than good when the labeling is done by teachers who should concern themselves with instruction and leave diagnosing to doctors. (RB)

Presents findings which can aid in the prevention and remediation of reading disabilities in children who have a low tolerance for frustration, many of whom often become acute reading disability cases. (TO)

Presents several ideas for leading children into deeper levels of meaning through critical reading skills. (TO)

A survey of the results of studies of the "Illinois Test of Psycholinguistic Abilities" finds the test of limited predictive value. (RB)

Describes a method for measuring syntactic complexity and applies it to 20 Newbery Award winning books. (RB)

Compares and contrasts three reading comprehension taxonomies and discusses possible uses. (MKM)

Discusses the "diagnostic and prescriptive" instructional model for teaching young children in the United States to read, and cautions teachers not to rely too heavily on this approach but to remember that much of what they do is art. (JM)

Argues that computers can be used in schools or reading clinics to maintain skill banks for organizing information about materials, tests, and prescriptive recommendations. (FL)

Indicates that presenting mathematical word problems in abbreviated form is not helpful to either good or poor readers. (FL)

Concludes that the reciprocal student-teacher questioning procedure was more effective in developing interpretive reading abilities than the unilateral teacher questioning procedure. (Author/RB)

Two distinguishing characteristics of early readers are superior sound blending and visual memory skills. (RB)

Discusses the importance of speech skills as antecedents to learning word perception skills in beginning reading. (RB)