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Peer reviewedBatinich, Mary Ellen – Reading Teacher, 1970
Descriptors: Grouping (Instructional Purposes), Individual Differences, Instructional Materials, Kindergarten Children
Peer reviewedReading Teacher, 1982
Suggestions from eight contributors include the following: how to use pattern books with beginning readers, how to develop a locally relevant basic sight word list, how to use learning styles in individualizing instruction, and how to personalize handouts. (FL)
Descriptors: Beginning Reading, Childrens Literature, Cognitive Style, College Students
Peer reviewedStrickland, Dorothy S.; Morrow, Lesley Mandel – Reading Teacher, 1990
Offers several suggestions for activities to be used with Big Books, including: tracking print, thinking along, cloze activities, and examining text features. (MG)
Descriptors: Beginning Reading, Class Activities, Cloze Procedure, Elementary Education
Peer reviewedLass, Bonnie – Reading Teacher, 1983
Continues the chronicle of the development of a young reader. Details his growth in reading and interests in his third year. (FL)
Descriptors: Case Studies, Cognitive Processes, Developmental Stages, Early Childhood Education
Peer reviewedTrelease, Jim – Reading Teacher, 1989
Stresses the importance of reading aloud to children. Notes several keys to the success of reading aloud. Shares success stories from several reading aloud programs. Answers potential objections, from skeptical parents, to reading aloud. (MG)
Descriptors: Childrens Literature, Elementary Education, Instructional Effectiveness, Instructional Improvement
Peer reviewedReading Teacher, 1998
Presents the 1998 position statement regarding early literacy development formulated by the International Reading Association and the National Association for the Education of Young Children. Outlines issues and reviews research. Offers a set of principles and recommendations for teaching practices and public policy. Includes a continuum of…
Descriptors: Beginning Reading, Child Development, Developmental Stages, Developmentally Appropriate Practices
Peer reviewedLabbo, Linda D.; Teale, William H. – Reading Teacher, 1990
Studies low-achieving fifth-grade readers to evaluate the feasibility of a cross-age reading program and to clarify implementation details for a large-scale project. Finds that quantitative results and qualitative data suggest that cross-age reading programs are a promising way to help poor readers to improve their reading. (MG)
Descriptors: Case Studies, Cross Age Teaching, Decoding (Reading), Grade 5
