Stresses the importance of models in the development of youngsters' reading and writing skills. (RB)

Sixty-two learning disabled children (6 to 19 years old) were subgrouped according to etiology--neurocognitively impaired and neurocognitively intact. The two groups were found to be intellectually different from one another, as the impaired scored much lower on a general intelligence test than the intact. (Author/SB)

The key questions in reading are: Do school beginners need to be taught anything about reading? How do people adjust their reading process to their purpose? Why is reading proficiency predictable? (Author/IRT)

An analysis of children's response patterns to Test 7B of the Standard Reading Tests, designed to test knowledge of consonantal blends at beginnings of words, suggests that the response patterns reflect spoken or written vocabulary rather than knowledge of phonic elements. (GT)

Discusses a group of Ojibway Indian children whose culture is in a transitional stage in terms of literacy to see what the acquisition of reading and writing means to them. (DD)

Presents and discusses diagram showing that reading is one function of thinking; a person who is reading is thinking, while a person who is not thinking cannot be reading. (JM)

Describes how one Maryland school district overhauled its total approach to reading instruction and rescued its struggling students. The problem was more one of poor system design than poor instruction. The research-based intervention was a hybrid of reading recovery and phonics. From 1999-00, the rate of fifth graders reading below grade level…

A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

Suggests using the cloze procedure as a means of helping poor readers develop critical reading skills. (RB)

Argues that reading is more than the sum of its component skills and that it is an integral part of the language acquisition process which starts at birth and continues through life. (RB)

Documents the high degree of similarity between basic word lists derived from a variety of word lists and the Dolch list. (RB)

Concluded that maternal attitudes have a significant effect upon the motivation of the child to develop reading skills and that the lack of development of such skills may reflect an attempt by th child to resist maternal pressures for achievement. (RB)

Suggests a variety of ways to diagnose and practice word recognition skills. (DD)