The article reviews cognitive psychology's contributions to understanding the development of reading skills. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition, and learning as a social interaction. (Author/DB)

A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first-grade phonological awareness to later reading and spelling abilities. In particular, the focus was on the changing roles of letter naming, orthographic awareness, and phonological processing in prediction of reading vocabulary,…

PIRLS is the Progress in International Reading Literacy Study. This rigorous international survey compares the reading attainment and attitudes to reading of over 200,000 9- and 10-year-old children in 41 countries. It is the only international study to provide information on the reading habits of primary-aged children: the survey collects…

Prepared by teachers in a summer course, this handbook presents brief descriptions of various aspects of reading instruction and related lesson plans and class activities. Beginning with brief biographies of 5 leaders in reading education (both living and deceased), the handbook consists of sections that discuss reading readiness; word…

Intended for administrators and reading teachers, this book deals with the issues about reading that seem to be the most common causes of concern. The topics discussed are the following: a general approach to the teaching of reading, ways to involve parents with reading, a prereading program, the organization of a reading program, the process of…

Two instructional strategies stress effective reading during science instruction at the middle grade level. One uses print material for enrichment, while the second uses print as the primary instructional medium. Teachers can help students get ready to read in content areas by stimulating their interest in a variety of ways: capitalizing on chance…

THE PROBLEM OF THIS STUDY WAS TO DETERMINE THE DEGREE TO WHICH THE READING LEVEL OF A CHILD WHO HAS A SEVERE READING PROBLEM CAN BE RAISED BY USING AN INSTRUCTIONAL SYSTEM CALLED "READING HABILITATION." THIS IS A SYSTEM OF UNISON READING IN WHICH THE STUDENT AND INSTRUCTOR READ ALOUD SIMULTANEOUSLY AT A RAPID RATE. THE METHOD IS AIMED AT…

Intended for use in the planning of reading programs for Georgia schools, this research review was undertaken to assist in identifying knowledge about reading and to derive implications for reading instruction within the state's schools. The report is organized into six sections. The first deals with the elementary level and covers the areas of…

One-hundred and eight eleventh graders were assigned to three treatment groups: skimming/pretest, skimming/no-pretest, and no-skimming/pretest. Then the pretest groups responded to items in the pretest, while the no-pretest group responded to items unrelated to the stimulus passages. Four weeks later, the skimming groups were asked to skim the two…

The articles contained in this volume were selected to support and strengthen the concept of individualized instruction through diagnostic teaching. The book is divided into six major parts, each of which is preceded by a brief overview that emphasizes the main tenets advanced by the authors of the individual articles. The six major divisions of…

This booklet provides abstracts of the proceedings of a conference on reading conducted on 27 April 1974 by the Department of Teacher Preparation of York College of the City University of New York. The following conference presentations are discussed: "Reading Readiness--What Do I Believe?" (Lilyan Peters), "Preschool as a Language…

Examines the effects of providing subjects with prior information about the organization of expository passages. Concludes that a structural organizer with outline grid and that notetaking alone both reliably and markedly facilitated comprehension and recall, and that a structural organizer without outline grid reliably facilitated comprehension…

Cites ERIC materials describing how music in the classroom can help improve reading readiness, recall, and creative writing. (HTH)

College students can read, but they often lack the prereading and postreading skills needed to help them think about and respond to what they read. A three-step plan can help students read and understand the text more fully. The first step entails using measures of fitness to determine: (1) the grade level of the text being considered and how it…

Ways that reading evaluation programs can bring reading success to individual students are presented. Each chapter is written by an authority on one of the following topics: what evaluation is, who does it, and when it should be done; reading program goals as the basis for evaluation; informal techniques for assessing prereading behavior; use of…