Reports and explains the results of a conference on how children learn to read and proposes some principles for teaching beginning reading. (RB)

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

Inferential questions were found to elicit longer responses than factual questions, reflecting complexity and the use of higher cognitive processes. (MKM)

Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

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)

Describes how to have the advantages of an open school in older classroom spaces, using team teaching, learning stations, and a group rotation schedule. (RB)

Describes an individualized remedial reading program where students choose their own reading lessons within a framework structured by the teacher. (TO)

Teacher questionnaire indicates that curriculum and instruction can change the organizational pattern. (TO)

Establishes a developmental perspective for using caption books (picture books with short language captions closely related to simple pictures), then details how the books can be used in the classroom. (FL)

Describes a program designed to encourage children to write and publish their own books. Explains how the program has improved the writing and storytelling abilities of the children involved. (FL)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Presents a seven-step technique for teaching primary school students to recognize function words. Describes a method for eliciting parent help in the task and offers suggestions for review and follow-up activities. (FL)