Concludes that while aspects of the reviewed test may be criticized, overall it is a fine observational tool that provides information about what a child knows about print. (FL)

Describes a workshop to assist classroom teachers in diagnosing and remediating the less severe reading problems of their pupils. (FL)

Maintains that students must read for substantial amounts of time in order to maximize their reading achievement. (FL)

Explains schema theory and its usefulness in teaching reading comprehension. (DD)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Outlines a parent-teaching program whereby the parents provided assistance on an exchange basis instead of working with their own children. (HOD)

Discusses the value of open-ended, individualized reading units and presents units on Aesop's fables and fairy tales. (JMB)

Responding to an article in the previous issue by Calfee and Drum, raises and discusses the basic question of the definition of literacy. (Author/MLF)

Provides a perspective of the literature reviewed by Calfee and Drum by discussing the reasons why and the conditions under which researchers and practitioners must better inform each other about their respective work. (Author)

Investigates the contributions of visual orthographic (analogy) and phonological processes in mediating nonword reading in children with dyslexia. Finds that children with dyslexia were the least likely to regularize nonword pronunciation and secondly, that all groups displayed an overall preference for words that were phonologically manipulated.…

Presents two studies using Verstaen et al.'s method that occasionally replicates null phonemic masking effects, but challenges their interpretation. Reflects an inherent instability in the perception of homophones. Demonstrates that this instability is directly due to reliance on phonology, rather than to its control. (SG)

Describes characteristics of effective and struggling readers; the elements of high-quality, research-based reading instruction; and criteria for designing or selecting a reading intervention program for students with reading difficulties. (14 references) (PKP)

Describes and reproduces a public-domain instrument that would help in quantitative group surveys and enable teachers to estimate reading attitude levels efficiently and reliably. Presents the instrument along with a discussion of its development and suggestions for its use. (MG)

Reviews two current resources stimulated by the 1985 publication, "Becoming a Nation of Readers": (1) "Counterpoint and Beyond: A Response to Becoming a Nation of Readers," (Jane L Davidson, editor); and (2) "Becoming a Nation of Readers: What Parents Can Do," (Marilyn R. Binkley, preparer). (MM)

Discusses changes needed in the assessment of reading. (MM)