Deplores beginning reading instruction stressing drill in isolated skills that interrupts the natural reading process. Suggests the use of imitative reading, such as having preschool children "memorize" a book they have heard aloud several times, as a successful teaching strategy. (HTH)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Offers a teaching technique that modifies the cloze procedure into letter-cloze independent activities designed to aid children in learning difficult sight words. (FL)

Examines whether (1) the belief of reading educators that beginning reading methods do not significantly differ is correct; (2) differences exist among methods for teaching older readers and for remediating disabled readers; and (3) instructional methods differ across subject type, treatment characteristics, different achievement measures, and…

Reports that first grade children could be taught auditory perceptual skills, but that this training did not have a significant effect on their reading achievement. (Author/FL)

Determined that kindergarten children needed more trials to learn a list of similar than dissimilar words but made fewer overgeneralization errors on subsequent transfer tasks. (HOD)

Discusses how teachers can foster the development of self-monitoring and searching behaviors in beginning readers. Describes reading strategies and cues that tend to be used rather automatically. Discusses two types of processing strategies (monitoring and searching) and observing cues used for self-monitoring. Describes how to foster…

Finds that teachers trained in Reading Recovery (RR) modified their regular classroom teaching to use RR-type instructional practices and taught students the strategies typically taught during RR tutoring sessions. Concludes that further research should be done to understand how aspects of this beginning reading intervention program affect the…

Focuses on the impact of phonological awareness on reading comprehension. Finds that phonological factors play an independent role in the processing of text. Yields further evidence to previous research showing that phonological awareness is a necessary, but not sufficient condition for reading comprehension. Indicates that there is no clear…

Provides an A to Z listing of alphabet book activities that are appropriate for both beginning and developing readers. (MG)

Discusses the advantages of partnership reading (pairs of students alternately read to each other orally) for both teachers and young children, claiming that where there is clear focus this activity will build fluency. (NH)

Discusses connections between play and reading at the primary level. Notes that sociodramatic play has the clearest link to reading because it involves imagination and manipulation of time and reality. Argues that play facilitates reading when it involves both the manipulation of symbols and acts of reading and writing. (MM)

A unit about the children's book "Madeline" by Ludwig Bemelmans is presented for providing differentiated instruction to advanced first grade readers. Students are introduced to maps and globes, research skills, cultural differences, and the life of the author. (JDD)

Takes a look at reading assessment in the third-grade classroom of Susan Kane at Ferncrest Elementary School. Describes some of the balances that she has achieved in reading assessment, and discusses the challenges that remain. (SR)

Argues that children can be encouraged to develop a lifelong devotion to books through the act of adults reading aloud to children. Considers why this strategy works and outlines better applications of it. Concludes that reading aloud to children has many benefits, especially when used in a literature-based approach. (HB)