Describes how, by systematically creating new words from known ones, remedial readers can improve their word attack skills. (DD)

Suggests categorization of words as an alternative to traditional word study. (MKM)

Describes a simple, practical strategy for reaching into the inner world of children to strengthen their reading vocabularies. (FL)

Suggests teaching word attack skills using these steps: present, practice, apply, review, and re-review. (MKM)

Discusses what children know--and don't know they know--about the linguistic concept of the word, with implications for teaching. (DD)

Reviews the literature in the Educational Resources Information Center (ERIC) on teaching spelling and word attack skills at the elementary level. (RB)

Tests syllabication rules on social studies tests and basals and compares findings with other research. (TO)

Concludes that semantic maps do not work alone, but must be built in class during discussion of vocabulary. Shows that discussion alone works well for most students. (FL)

Suggestions from five contributors deal with the following topics: (1) helping the child who stutters to read fluently, (2) the vowel-consonant-vowel controversy, (3) motivating the reluctant reader, (4) building self-concept through a story wall, and (5) dictionary study. (FL)