The Guidelines and Standards of the Reading Recovery Council of North America require that a Reading Recovery teacher "teach at least four children individually for 30 minutes daily in a school setting." This guideline may be perceived as constrictive or arbitrary, but it was established because of the importance to Reading Recovery…

Today, contrary to Euclid's view of things as they are, people are told that the whole is greater than the sum of its parts. Nowhere apparently has the concept of the whole been ignored more than in the teaching of reading. The "see and say" (holistic) approach, introduced in the early fifties, still dominates the classroom. Readers and…

Reveals trends which indicate (1) higher decoding skill achievement with emphasis on controlled regularity of grapheme-phoneme correspondence and language structure, and (2) higher word study skill achievement with no control of consistency of correspondences. Bibliography. (MD)

Suggests practical applications of Piagetian theory to reading instruction. (FL)

Reviews the literature concerning oral reading fluency and offers six hypotheses about how beginning readers develop oral fluency and about strategies to help those who do not. (FL)

Describes an inductive categorization strategy for helping children develop word recognition ability. Closes with theoretical and interpretive comments that support the use of the word sort teaching strategy. (FL)

Laments the past misuse and misunderstanding of phonics. Introduces the term "new phonics" to describe the sophisticated, research-based phonics being used in the basal reading scheme, "Language in Action." (JL)

Reports on several easy-to-read books for beginning readers and laments the dearth of such materials. (FL)

A phonics advocate maintains that claims for results with the method called "assisted reading" or sentence reading are higher than can be expected. (MKM)

Notes that a strategy of cutting up printed sentences mediates the need to both keep children's work their own and develop a bank of sight words. Explains how cutting sentences apart allows students to investigate words. Proposes that using cut-up sentences provides scaffolding for those students who memorize text without focusing on it. (PM)

Examines how concepts-about-print knowledge interacted with other traditional measures of print knowledge, to affect children's reading environmental print in context and out. Demonstrates that concepts-about-print and word recognition were the most reliable discriminators between children who could accurately and consistently read environmental…

Describes how to teach story mapping to primary-grade students. (MM)