Surveys Washington D.C. area educators to determine the current issues in reading. (RB)

Describes an anticipation guide, a graphic organizer, and a study guide used by secondary level teachers to teach reading comprehension. Explains how to adapt them for use with younger children. (FL)

Defines metacognition, discusses its importance in reading, and provides suggestions for its development. (FL)

Describes the development of one child's awareness of print and the stages he passed through while learning to read from birth to age two. (FL)

Disputes the contentions mabe by Bruno Bettelheim concerning the state of reading and reading instruction in the United States. (FL)

Describes the methods of teaching reading in China and the problems children have in learning to read. (FL)

Discusses ERIC documents that deal with the negative influences television viewing exerts on reading achievement. (FL)

Discusses how textbooks can influence students' social behavior throughout their lives. (FL)

A fictional letter from a typical student to a teacher suggests the qualities of an effective teacher of reading. (DD)

Presents 14 principles for use in the development of a curriculum guide. (Author/FL)

Discusses the debate as to whether children learn to read more readily when they are taught to identify syllables. Concludes that those who oppose syllable teaching may be in error. (FL)

Reviews research indicating that subvocalization does not hinder reading ability and may assist less able readers. (Author/FL)

Defines self-directive dramatization as activities in which children direct themselves in acting out characters in stories they have read and suggests that such activities can influence children's self-concepts and their attitudes toward reading. (FL)

Describes how students may be taught to read through the "imitative reading" approach and reviews read-along materials that can be used with this approach. (DD)

Reviews information from documents in the ERIC system that deal with such matters as whether preschool children should be taught to read and, if so, whether instruction should be formal or informal. (DD)