Clarifies the roles of the Office of Education, the National Reading Council, and the National Reading Center in the national right to read effort. (VJ)

Compares the Edison Responsive Environment (ERE) type of programmed instruction and a non-automated, multimedia instructional system. (RW)

Points out that many students with reading problems are categorized as dyslexic" or minimally brain damaged," while little attention is paid to techniques needed to remediate the difficulty, and stresses the need for operational definitions. (RW)

Notes that children who speak little or no English are often placed in regular classrooms without benefit of help from bilingual programs. Offers ideas classroom teachers can use in helping these children learn to read. (FL)

Reveals that games, especially active ones, can help teach sight vocabulary to Black first grade remedial readers. (FL)

Offers suggestions from five contributors regarding a calendar of reading activities related to bird observation, a way of involving parents in helping children with reading difficulties, formation of a special club for Title I children, an exercise in vocabulary development, and the value of using music to teach reading. (ET)

Finds that many nonfiction books chosen were at inappropriate reading levels for the primary-level students. Suggests what hindered some teachers was lack of knowledge of what is available and lack of access to quality nonfiction. Provides a portrait for classroom in which a wide variety of nonfiction is available and a variety of reading levels…

Examines the skills and abilities needed to interact with text on the Internet. Proposes that the Internet provides opportunities for interacting with new text formats, reader elements, and activities. Notes that it also expands and influences the sociocultural context in which a student learns to read. Considers the implications of a broader…