More than a list of activities or descriptions of strategies for teaching reading in the primary grades, this book is organized around a series of interconnected interactions with the learner: assessment; demonstration; practice; and response. After describing the role of the teacher and setting up the classroom environment, the book shows how…

A study investigated school and classroom factors related to primary-grade reading achievement, using quantitative and descriptive methods. Fourteen schools across the United States with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement.…

Argues that intensive and extensive reading are needed in an English for Academic Purposes reading curriculum to prepare students for the task and texts they will encounter in college. Notes that a principled curricular approach in combining both is through Task-Based Language Teaching (TBLT), which allows students to acquire relevant skills and…

Finds that many nonfiction books chosen were at inappropriate reading levels for the primary-level students. Suggests what hindered some teachers was lack of knowledge of what is available and lack of access to quality nonfiction. Provides a portrait for classroom in which a wide variety of nonfiction is available and a variety of reading levels…

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)

Reports the results of a survey that was conducted to determine the success achieved in increased reading of English associated with the use of graded readers for individualized reading in Japan. Recommendations are suggested for improving the program. (nine references) (GLR)

Discusses the independent reading choices of students in grades six, seven, and eight at one middle school in Maryland. (MG)

Describes a "read-in," a fun activity in which both teacher and student can relax and enjoy each other while practicing reading skills and refining reading strategies. Discusses what a read-in can include. (SR)

With dwindling budgets and multiple demands on their time, teachers find fewer opportunities to stay current in their field. This article describes some principles for self-directed professional development and ways to read journals efficiently. Suggestions are offered for establishing a community of self-directed learner-teachers. (12 references)…

Discusses research on home literacy environments, the values of reading aloud, independent reading, literature and writing, and literature in the language arts curriculum. (RS)

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…

A primary responsibility of elementary schools is to help children become independent readers. Once children have started decoding, teachers work hard to make sure that students have access to "just right" books--books that they can read with fluency, good understanding and at least 95% accuracy. Effective teachers support students by offering…