Traces the development of the informal reading inventory from its origins in the early 1900s and discusses its future as an assessment tool. (FL)

Discusses story grammar and story schema. Demonstrates how two schema-based strategies--semantic webbing and the Directed Reading-Thinking Activity--can aid in improving comprehension. (FL)

Offers suggestions administrators can use to create self-motivating attitudes in reading teachers. Suggestions include (1) listen to teachers, (2) recognize their basic needs, (3) recognize that teaching styles vary, (4) encourage the free exchange of ideas, and (5) provide alternatives to administrator ideas and recommendations. (FL)

Argues that by carefully planning questioning techniques, the classroom teacher can build prereading concepts and help students make those links between their own knowledge and experience and the information contained in a text. Offers taxonomies of teacher responses and of concept development to help teachers structure classroom interaction. (FL)

Reports that primary school children learned high imagery nouns in fewer trials than low imagery nouns and that second-grade children learned the nouns in fewer trials than did first-grade children. (FL)

Lists books that a random sample of professors of reading considered important for those completing a master's degree in reading. (GT)

Describes four procedures commonly used to describe the content and structure of text: T-unit analysis, propositional representation, story grammars, and primary trait scoring. Discusses results of research regarding the procedures and their implications for instruction. (TJ)

Identifies essential aspects of administrative planning that must be considered when moving from a traditional reading preservice education program to a competency, field-based model of instruction. (TJ)

Suggests that teachers may help students who are reluctant to read by ascertaining the interests of the students and using reading material and writing assignments which fit those interests. Includes some ideas for finding real interests of students. (TJ)

Notes that many students lack the skills necessary for the efficient memorization of content information as well as awareness of appropriate rehearsal strategies or metacognitive skills. Discusses several rehearsal strategies, and concentrates on one--study mapping. (FL)

Indicates that students who were taught by direct instruction to use specific steps in working through analogy problems significantly improved in their ability to solve analogies. (FL)

Reviews the pre-1950 literature on content area reading instruction and identifies 47 major references. Finds that contemporary researchers attend to only two of these references. (FL)

Indicates that primary grade teachers do individualize their responses to match variations in reading miscues. Specifically, they were apt to disregard meaning-based mistakes, provide instruction when letter cues were misused, and instruct or supply words when a child hesitated on or refused to attempt a word. (FL)