Describes an individualized reading program called First Reader, which allows student tastes to be used and offers a nonthreatening environment in which to talk about a novel. (CRH)

Provides sources of aid and encouragement for parents of children of all ages who want to help their children develop positive attitudes toward reading and sharpen their reading skills. (FL)

This book argues that it is the incorporation of a multicultural agenda into basal readers, the primary tool for teaching reading in elementary schools, that has stunted American children's ability to read. The book shows how basal readers have been systematically "dumbed down" in an effort to raise minority students'"self…

Created with the input of hundreds of early literacy teachers, this book compiles 7,500 caption books, natural language texts, series books, and children's literature for kindergarten through grade 3. The books are organized by both title and level of difficulty. Word counts are provided for most books to assist teachers as they take running…

Offers suggestions for improving beginning teachers' abilities to teach reading, noting the need for greater cooperation between colleges and practicing schools in providing teachers with the proper training in subject matter and teaching skills. Discusses teacher-developed reading and readiness programs, attitudes, and material selection. (FL)

Offers five guidelines for teaching slow readers: (1) use age-appropriate content; (2) build background and highlight key concepts; (3) keep assignments short; (4) focus on only a few skills and strategies; and (5) practice the chosen objectives to achieve success. (MG)

Because the teacher librarian has an important educational role to play in assisting students to become independent learners by applying the inquiry process to library research, this booklet has been designed to assist teacher librarians in teaching students the information skills appropriate to stage three of the inquiry process, i.e., analyzing…

Two exploratory studies examined Peru's elementary reading programs. The first looked at reading curriculum, texts, and teachers; the second, at students' reading ability. In Peru performance goals are not specified for each grade by the reading curriculum nor are specific instructional materials recommended (reading is not considered a separate…

To address the gap perceived by classroom reading teachers between research findings and reading process theories and the realities of classroom reading instruction, this paper poses six questions/problems often asked by reading teachers, and answers them with information drawn from current research and theory. Topics covered in the questions…

There are two disconcerting aspects of the research studies selected and discussed in the publication "Becoming a Nation of Readers: The Report of the Commission on Reading" (1985). One is the kinds of reading materials that were designated as sources for meeting the various functions of reading; the other is the omission of the role of…

The author's analysis of reading material content of second language texts examines achievement of graphemic-phonemic contrasts, sequence of association in the process of reading, and control of sounds, grammar, subject matter, and cultural content. Because the orthography-sound association skill cannot be separated from the sound-meaning skill,…

The practice of teaching reading should be based on the nature and dignity of human beings. The major problem in the study of reading is that the reading model on which pedagogy is based is inconsistent with this view of persons. The view that reading is a skills-determined, linear process in which readers decode, process, and retrieve information…

The major premise of this book is the reaffirmation of the concept that skill and interest in reading are interdependent and inseparable and that neither goal is reached unless both are pursued simultaneously. Part I identifies problems involved in improving reading guidance programs and describes the forces and factors that influence the reader…