Suggests ways in which teachers can use commonplace materials to make reading classes more natural, more creative and more fun. (Editor/PG)

More can be done by teachers to include the reader in selection of children's literature. (Author)

Looks at computer uses appropriate for the elementary reading classroom, considers techniques for evaluating computer materials, and suggests references and resources for additional information. (FL)

Twenty games to help elementary school students improve their reading comprehension are described. Ideas involve "scrambled" words, hidden clues, and pantomime. (CJ)

Two groups of 20 trainable mentally retarded (12- to 14-year-old) children each participated in a 26-week course during which recognition and transfer to standard orthography were measured. The cued-word group was significantly superior in reading words in standard orthography during training as well as at the end of training. (Author/CL)

Notes that there are no clear cut findings to be derived from research concerning the effects of television viewing on reading achievement. (FL)

Argues that, as an exquisitely designed pattern detector, the human brain can most effectively acquire reading skill through exposure to varied texts, and that teaching isolated "reading skills" may only serve to improve scores on skill tests. Contrasts the theoretical bases underlying these two approaches to reading instruction. (PGD)

Defines direct instruction, reviews research analyzing its characteristics and offers reflections on direct instruction of reading comprehension. (FL)

Describes the variety of initiatives that directorates, schools, organizations, and teachers are taking to involve parents in reading in the various Australian states. (HTH)

Describes a technique for assessing children's free recall that is simple and quick and also provides important information for the teacher. (FL)

Reviews materials for use in preparing listening-reading transfer lessons. (FL)

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

In this interview, children's author and illustrator Tomie de Paola discusses children's books and reading instruction. (SJL)

Discusses the following topics: the connection between concepts and reading, the nature of concepts, concept development in children, and a procedure for teaching concepts. (DD)