Offers strategies to use when students are not able to achieve a high level of accuracy in story reading. (FL)

Discusses the importance of preschool literacy training. (FL)

Suggests that by using a variation of the language experience approach, teachers can facilitate the learning of both science and reading. (FL)

Reports a study of fourteen word lists and proposes a basic list of 240 starter words. (TO)

Presents a rationale and four lessons for word study and critical thinking in a social studies class using folk songs. (TO)

Assuming he has basic work recognition skills, any child can read any book with some degree of comprehension if the teacher conveys a positive attitude and students learn to read with purpose. (Author/RB)

Describes the preresearch activities in Project I, part of the Phase One projects in the Targeted Research and Development Program in Reading (TRDPR) sponsored by the U.S. Office of Education. (MB)

Questions the exclusive use of escapist fiction in basic reading for primary school children and stresses the development of critical reading skills through nonfiction reading material. (RW)

Discusses test-taking skills and their application to tests of reading achievement. Presents a rationale for teaching these skills, lists a comprehensive set of skills relevant to standardized reading tests, and offers suggestions for teaching the skills and helping children use them. (FL)

Lists reading materials that can help students learn more about topics in which they are interested, learn to do new things, and entertain themselves. (FL)