Puts reading and spelling difficulties in a cognitive developmental perspective that views the acquisition of reading, writing, and spelling as a sequence of characteristic strategies for dealing with written language. Concludes that the ultimate goal is to reduce the great number of children who fail to acquire literacy due to teachers' lack of…

Presents annotations of 30 books selected through a field test in the United States of over 300 newly published books submitted by North American trade book publishers. Groups the books into 10 Primary (K-2, ages 5-8), 10 Intermediate (Grades 3-5, ages 8-11), and 10 Advanced (Grades 6-8, ages 11-14) levels. (SG)

Suggests that perceptual problems may account for the difficulty young children experience in recognizing words. (RB)

Recognizes that many teachers feel uncomfortable with the Directed Reading Thinking Activity (DRTA). Describes and explains the steps, or elements, of the DRTA and suggests ideas for preparing and implementing this instructional strategy. (NH

Notes the importance of practice in facilitating students' reading developnment and presents guidelines for providing practice which are designed around three areas of concern: planning, delivering, and evaluating assignments. (NH)

Examines the Test of Language Development-Primary (TOLD-P), an individual test of English language proficiency which has four principal uses: to identify problems in language proficiency: to determine strengths and weaknesses in language skills: to document progress provided by programs; and to serve as a device for research.(NH)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)

Reports on a study that examines the effects precis writing and outlining have on students' ability to identify ideas in a text and generate and elaborate on those ideas in a written form. (FL)

Provides several typical negative sentence structures, discusses why children find them difficult, and suggests how to begin teaching them to handle negatives. (FL)

Reports on the work being done by Martha King with the writing of primary grade children. (FL)

A list of books for remedial readers useful for building skills and teaching vocabulary. (Author)

Reviews the importance of reading and several aspects of the present situation in reading instruction. Emphasizes the role of the individual and the need for leadership as the field of reading moves into the future. (MB)