This article discusses the need to engage students and teachers in active poetry writing. The authors document a process of learning how to practice poetry--one that is equally effective for teacher professional development, teacher self-study, preservice teacher education, and classroom implementation. By actually writing poetry individually,…

Describes 13 practical ideas for classroom teaching at the elementary level, including writing classmates' biographies, keeping a class diary, and improving emergent readers' vocabulary with word cards. (MM)

Reports findings of an evaluation of "The Reading Teacher" that concluded the journal was "a fine publication." (FL)

Provides information about "Reading Teacher." (FL)

Advises deemphasizing reader materials and prepared programs as sources for the solution of reading problems. (MB)

Analyzes the compilation of the 220 words included in the Dolch Basic Sight Word List from studies done in the 1920's. Compares this list to the representatively selected 50,406 words in rank order from the Kucera-Nelson Computational Analysis of Present-Day American English (1967). (MB)

Reviews materials that teachers and students can use to help build knowledge of topics and word meanings that are essential to reading comprehension. (FL)

Presents ideas for using students' names as springboards for vocabulary or reading instruction. (FL)

Discusses techniques for teaching meaning vocabulary and describes the advantages of one commercially produced vocabulary program. (DD)

Notes that literature full of rich, specific vocabulary is the best source for teaching good writing. Briefly lists mini lessons that focus on encouraging the use of interesting words. (SR)

Reviews four professional resources about dyslexia and learning disabilities that differ in perspective but have many commonalities in their advice to teachers. (MG)

Describes several approaches for teaching vocabulary words as concepts, including semantic mapping, semantic feature analysis, and the Freyer Model, a seven step model of concept development. (MM)

Discusses three major differences between the vocabulary of reading lessons and content area lessons. Discusses the implications these differences make in instruction. (MG)

Suggests six ways to help educators keep the door open to conversation and professional growth. (MG)