The author explains that there does not exist one single method of teaching reading since there are different teaching styles and preferences of individual teachers; varied backgrounds, experiences, and abilities among children; and different school administration considerations. Five approaches for teaching reading are described. (1) The…

This paper offers suggestions in the form of six guidelines on how the teacher can build toward reading maturity in the classroom. The first guideline urges the teacher to remember that reading necessitates a total complex thinking process, one which will prevent persisting at one level of instruction longer than is necessary. Secondly, students…

Combining award-winning literature with effective instructional approaches, this book discusses how to select and use nearly 100 Newbery titles (representing almost one-third of the entire Newbery collection) to spark student interest and enthusiasm for reading. Chapters in the book discuss instructional approaches which include literature…

Describes a graphic arts teacher's approach to provide reading aids by using student-printed bookmarks which include spaces for recording author, title, main characters, and plot summary. (VJ)

Details the results of allowing student choice in reading and writing. Contends that introducing choice late in a student's schooling complicates that student's ability to reap the full benefits of autonomy. Concludes that choice as a key component of teaching reading and writing is problematic in a traditional setting filled with prescriptive…

The teaching of reading has come to be regarded as one of the highest priority areas in modern education because schools have been failing to teach reading effectively to large numbers of students who progress to secondary school without having achieved a working competency in this basic skill. Much of the burden of reading instruction has fallen…

Independent reading can serve as a practical context for linking vocabulary and comprehension and is a feasible strategy that complements other instructional approaches while it expands word knowledge in a naturalistic setting. Teachers should serve as reading models while students engage in silent reading, but teachers should also be cautious…

Primary-grade teachers face an important challenge: teaching children how to read while enabling them to build good habits so they fall in love with reading. Many teachers find the independent reading workshop to be the component of reading instruction that meets this challenge because it makes it possible to teach the reading skills and…

Explains the process of focusing on one critical reading strategy--questioning. Notes that the teacher first modeled questioning while reading a book aloud. Concludes that as students become full participants in questioning, they understand new vocabulary, enjoy reading, and solve their problems. (PM)

As the debate over the value of computerized reading management programs continues, teacher-librarians should consider how they may be used together with a reading skills program to help schools implement a balanced literacy program. Such a program would promote collaboration and help teachers to implement differentiated instruction. Reading…

A counterbalanced, within-subjects design was carried out to study the efficacy of electronic books in fostering kindergarten children's emergent story understanding. The study compared effects of children's independent reading of stories electronically with effects of printed books read aloud by adults. Participants were 18 four- to five-year-old…

This report compares the relative improvement in reading shown by students taught by teachers trained in the diagnostic/prescriptive approach with those taught by teachers using a conventional method. Subjects were 239 control and 261 experimental students, matched in basic demographic characteristics and in IQ scores, from grades four through…

This supplement is designed as a resource for helping students in grades four through eight read and respond to literature and other forms of print. It notes that fourth through eighth graders are expected to: read independently with fluency and for meaning using a variety of strategies; and read, analyze, and respond in written and oral language…