To determine the progress that adult students in Belfast, Ireland, were making under a literacy tutoring program, questionnaires were sent to all 160 tutors who were involved in the program. The questions dealt with the tutors' backgrounds, their deployment, their views on the organization of the program, and with tutoring processes and results.…

Describes the reading development of a child of average mental ability but with visual memory, auditory memory, and auditory discrimination problems. Concludes that instruction should be tailored to the child's level of development in order to maintain the child's positive attitudes and to progress in reading and writing achievement. (SRT)

Uses a small-scale attitude survey to assess children's attitudes to the way reading is taught in England, and examines possible alternatives to existing practice. (RS)

Shows how regularly scheduled activities with books and well designed library corners can increase children's interest in reading, using a study of four summer recreational daycare centers to illustrate. (JC)

Suggests that reading educators need to change several pervasive attitudes in order to translate current reading research into more effective instruction. (JC)

Notes that the African oral tradition of storytelling is giving way to an expansion of published works for children. (JC)

This study examined the effectiveness of booktalks for high school students by measuring their attitudes toward reading and book circulation. A reading attitude survey used as a pretest and posttest showed no significant differences overall, although specific teachers did affect their students' attitudes toward reading. Circulation showed a…

Describes a schoolwide reading project that involves parents in reinforcing children's application of reading skills. During Home Sustained Silent Reading (HSSR), both parents and children read without interruption for a fixed period of time to foster the enjoyment of reading. (SRT)

Describes inadequate home literacy experiences of three children, noting that the home expects the school to educate the child and the school expects certain prerequisites of the home, but neither is aware of the other's expectations. Exhorts schools and teachers to communicate better the parents' role in early literacy education. (HTH)

Concludes that providing black children with the inspiration, correct environment, and materials can allow them to express themselves in the ways they know best. Offers suggestions for teachers working with dialect speakers and a list of reading materials. (FL)

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)

Describes a "Talents Unlimited" program, based on the work of Calvin Taylor, that was used successfully in a class of fifth-grade remedial readers. Includes some of the activities devised by members of the class. (FL)

Reports on teacher responses to a questionnaire that sought information related to teaching features such as syllabus, book selection, teaching/learning goals, preferred class activities, questions asked during discussion, methods of assessment and arrangements for remedial readers. (HOD)

Concludes that Round Robin Reading is a widely used method of teaching science and social studies in the intermediate grades. Discusses the effects of this method of instruction and provides alternatives for it. (FL)