Presents a position statement of the International Reading Association arguing that all schools (elementary, middle, and high schools) should include a qualified reading specialist as a core member of the educational team. Discusses why reading specialists are needed; what they do; their roles in instruction, assessment, and leadership; and the…

Describes how a first-grade bilingual program in Tucson, Arizona became class pen pals throughout the year with inner-city second graders from Toledo, Ohio. Notes that this would prove beneficial for lessons in reading and writing and would promote their knowledge about their city and state. Discusses how it expanded into cross-curricular lessons…

This article addresses word study for upper elementary and middle school classrooms. Word study is often neglected in classrooms due to misconceptions and fears of classroom teachers, especially teachers of older students. Conclusions from a research project conducted with teachers reveal both positive and negative understandings of implementing…

The author asserts that "Children benefit when teachers and parents reinforce the same concepts and ideas. For this to happen, teachers and parents must have some knowledge of what happens in the classroom and what happens at home that support reading acquisition." In this article, the author describes several strategies that teachers can share…

Reports how parents helped two youngsters overcome reading difficulties. Also presents some tentative but studied observations about parents helping their children learn to read or to read better. (TO)

Suggests a variety of class activities using word banks. (MKM)

Alliteration, onomatopoeia, rhyme, and rhythm in trade books can be used to increase children's awareness of language. (MKM)

Shows that fingerspelling makes learning the task of separating the word into its parts fun as well as easier for some students. (FL)

Reviews literature on different aspects of reading readiness, then presents a reading readiness material analysis inventory constructed according to the findings of the review. Explains how the instrument can be used by educators to compare readiness program materials. (FL)

Describes semantic mapping, an effective strategy for vocabulary instruction that involves the categorical structuring of information in graphic form and requires students to relate new words to their own experience and prior knowledge. (HOD)

Argues that remedial programs in reading have gradually lost sight of the original goal of improving classroom reading and that coordinating the program with the core curriculum is not sufficient to achieve curricular congruence. Offers suggestions for achieving congruence between the classroom and the clinic. (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)

Stresses the importance of developing the tutoring programs in remedial reading and suggests a program of inservice education for reading tutors. (RB)

Concludes that training in the use of dictionary pronunciations as a means of instructing retarded readers might be more effective if combined with oral reading practice. (RW)