Defines metacognition, discusses its importance in reading, and provides suggestions for its development. (FL)

Indicates that theoretical models describing the flow of information when reading takes place can be categorized as outside-in or as inside-out; suggests that the latter fit the evidence of reading research better. Supports the idea that practice should flow from theory. (TJ)

Presents 14 principles for use in the development of a curriculum guide. (Author/FL)

Reviews research indicating that subvocalization does not hinder reading ability and may assist less able readers. (Author/FL)

Examines the benefits of allowing children ample and regular time periods to read on their own and in their own area of interest in relation to the need for children to understand reading as more than a series of unrelated workbook exercises. (HTH)

Describes how students may be taught to read through the "imitative reading" approach and reviews read-along materials that can be used with this approach. (DD)

Presents interviews of six prominent researchers (Ira Aaron, Harold Herber, Wayne Otto, Robert Ruddell, Roselmina Indrisano, and Olive Niles), which focused on the dynamics constituting effective staff development experiences. (HOD)

Analyzes two important characteristics of a traditional reading environment: the amount of time the student focuses on written text during the school day, and the degree of continuity or consistency in the reading instruction the student receives. (DD)

Presents a suggested set of strategies the authors found useful with combined-text books, which combine a story format and an expository or informational format within one book. Notes specific strategies that should be selected on the basis of their match with individual books and the instructional needs of students. Describes the use of…

Notes that federal officials stress that educators should not overlook key elements in reading instruction (phonemic awareness, fluency, vocabulary, and text comprehension), even with the No Child Left Behind Act's emphasis on phonics. Discusses how families play a critical role in reading instruction. (SG)

Responds to an earlier essay that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, clarifying: the origins of the alphabet, the "flimsy" nature of the alphabetic principle, and the implications of both for teaching reading. After examining the origins of written…

Responds to a critique of an earlier article on alphabetic writing that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, suggesting that the critique actually supports the original article's position, and nothing in the critique justifies its conclusion that children need…

Explores the epistemological underpinnings of a widely advocated approach to the teaching of reading called the balanced approach. Summarizes the differences and commonalities in different approaches that have been labeled "balanced." Formulates a preliminary epistemological theory of balance in reading. Explores the benefits of considering…

Discusses Character Perspective Charting, an instructional technique useful in elementary reading classes that fosters story understanding. Discusses how it was developed, how the authors have used it, how other teachers have used it, and what children learn from it. (SR)

Presents an interview with Nell K. Duke, an assistant professor of teacher education and learning, technology, and culture at Michigan State University. Notes that she was a principal investigator with the Center for the Improvement of Early Reading Achievement (CIERA). Recommends strategies when engaging students with informational texts. (SG)