Reviews the literature concerning informal reading inventories and discusses a number of issues related to them, including question choice, scoring criteria, and allowable miscues. Offers guidelines for constructing and using the inventories. (FL)

Introduces teachers to hypertext and hypermedia, two innovations which offer students an opportunity to create their own meaningful learning environments. (MG)

Describes an informal test for determining a student's ability to use context clues in decoding unfamiliar words. (TO)

Concludes that the Spanish Oral Reading Test can be a useful tool for teachers who need to estimate the reading levels of immigrant children. (FL)

Examines the influence of parents on the development of their children's reading skills and habits and examines some specific aspects of the home environment that are closely related to reading. Concludes that parents have an important contribution to make, both to the development of reading skills and encouraging the leisure reading habit. (HOD)

Notes that, while the test is not recommended for children at the lower and extreme upper levels, it does provide a valid and reliable measure of some of the abilities that may be involved in the reading behaviors of five- and six-year-old children. (FL)

Effective approaches to fluency instruction should facilitate automatic and accurate word recognition as well as the ability to read with expression. The study reported in this article focused on instructional approaches that can be used with small groups of learners within a broader literacy curriculum, one that is suitable for flexible grouping.…

Concludes that young children of varying abilities, given an opportunity to experience reading as a visual and a thought process, take a more active role in their own learning. (FL)

Concludes that the test represents a carefully designed, standardized, norm referenced instrument for children aged 6 to 14.(FL)

Reports findings of a survey of elementary school children concerning their preferences when being read to by others. Gives their responses to the survey's 11 questions and draws recommendations from them. (FL)

Suggests that by using this chart, teachers can augment their reading program, and notes that the many publishers listed offer a wide range of materials according to difficulty level. (JC)

Reports that, as a group, elementary school teachers in one large school district felt that they must teach beyond the basic textbook to enable gifted students to reach their potential. (FL)

Offers five guidelines for teaching slow readers: (1) use age-appropriate content; (2) build background and highlight key concepts; (3) keep assignments short; (4) focus on only a few skills and strategies; and (5) practice the chosen objectives to achieve success. (MG)

Discusses the many different things teachers can do with book introductions to give children better access to a new story so that they can read it fluently and independently at the first reading. (MG)