Reviews the literature in the Educational Resources Information Center (ERIC). (RB)

Voices the plea that classroom teachers learn more about the learning process. (RB)

Contends that improved visual screening techniques can identify gross visual problems, but reading professionals should be aware of their limitations. (FL)

Describes two strategies (Yes/No...Why? and It Reminds Me Of...) that provide young or poor readers with the prerequisite background knowledge for interpreting a passage. States that these strategies can be used with all types of reading materials and can also be used with nonreaders. (MG)

Reviews the literature in the Educational Resources Information Center (ERIC) on how television influences the reading behavior of children. (RB)

Discusses the role of parents and teachers in preparing children for beginning reading. (RB)

Suggests that reading programs that attempt to teach reading before children have developed adequate problem solving skills may be responsible for producing children who learn not to read. (DD)

Argues that the way reading is taught to the youngest children sets the stage for their future learning. Notes that recent research shows that some basal readiness activities are better avoided or postponed. (FL)

Researches a basal reading and a language arts method of teaching reading, advancing the possibility of using reading readiness instead of intelligence tests to predict later reading achievement. (RB)

Reports on some of the advantages--language creativity, applied phonics, and integrated skills--for the South African Indian children learning to read and write with the Language Experience Approach. (MB)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)

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)

Offers several suggestions for activities to be used with Big Books, including: tracking print, thinking along, cloze activities, and examining text features. (MG)

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)