Discusses the different ways theorists and researchers define "reading." (FL)

Discusses techniques used by reading researchers to derive "operational definitions" of reading phenomena. (FL)

Questions the degree to which intensive emotional emphasis on successfully learning to read contributes to reading failure and discusses some potential outcomes of permitting students to reject reading. (TO)

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Offers suggestions for making newspaper activities part of the reading curriculum. (FL)

Presents an instructional strategy designed to teach inferential comprehension to primary grade children through the use of prior knowledge and prereading activities. (FL)

Concludes that while aspects of the reviewed test may be criticized, overall it is a fine observational tool that provides information about what a child knows about print. (FL)

Discusses the question, "What is the best method of teaching beginning reading?" (FL)

Presents an updated version of the Instant Word List, based on recent research into word frequencies. Explains why the instant words are important, the basis of the new list, and the uses of the list. (FL)

Maintains that students must read for substantial amounts of time in order to maximize their reading achievement. (FL)

Explains schema theory and its usefulness in teaching reading comprehension. (DD)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Describes and reproduces a public-domain instrument that would help in quantitative group surveys and enable teachers to estimate reading attitude levels efficiently and reliably. Presents the instrument along with a discussion of its development and suggestions for its use. (MG)

Reviews two current resources stimulated by the 1985 publication, "Becoming a Nation of Readers": (1) "Counterpoint and Beyond: A Response to Becoming a Nation of Readers," (Jane L Davidson, editor); and (2) "Becoming a Nation of Readers: What Parents Can Do," (Marilyn R. Binkley, preparer). (MM)

Discusses changes needed in the assessment of reading. (MM)