Discusses the interacitonal function of language. (FL)

Sees reading not as a subject to be taught but as an integral part of an open classroom that fosters some basic principles of learning. (TO)

Suggests the use of programed reading as a supplement to basal readers in order to improve word knowledge, word discrimination, and reading comprehension. (RW)

Argues that most reading skills are more applicable to expository material and suggests that overuse of fiction in the primary grades is a frustrating experience contributing to disinterest in reading. Tables and bibliography. (RW)

Discusses the language experience approach (LEA) to teaching reading and offers suggestions for six types of LEA stories: student selected, class shared, shape, patterned, written dialogue, and directed language teaching. (FL)

Provides a statement one reading-language skills teacher prepared for his colleagues concerning the services he could offer them and listing what he expected in return from both teachers and students. (FL)

Provides ideas for implementing the language experience approach with first-grade students. (FL)

Traces the history of the reading assessments conducted by the National Assessment of Educational Progress (NAEP), discusses the objectives and importance of the 1979-80 reading assessment, and notes the need for professional organizations such as the International Reading Association to develop proposals dealing with research questions raised by…

Recommends using literature to increase elementary school children's interest in reading and to provide them with forms and patterns for writing. (FL)