Considers solutions to beginning readers' problems with decoding, syntax, semantics, text organization, and differences between spoken and written language. (DD)

Discusses a longitudinal study of the reading readiness of 100 children entering school, and provides a reading readiness checklist. (DD)

Reviews recent innovations in language arts instruction and provides lists of materials children read and books children might make. (DD)

Draws a suggested framework for beginning reading instruction from psycholinguistic insights into the reading process. (DD)

Describes a reading program focused on comprehension and defends it as being student-centered, as keeping language and thought intact, and as beginning and ending with meaning. (DD)

Children must develop the habit of first using context and past experience to predict the pronunciation of unknown words, then examining the word itself to check the accuracy of the prediction. (DD)

Reading teachers should recognize the distinction between prefixes and etymological elements in whole words. (DD)

Presents ten activity cards which can be used in developing students' defining skills. (DD)

Suggests strategies and questions which may be used to build readers' sensitivity to the relationship between their own values and the values expressed in what they read. (DD)

Examines legislation and court cases operating from assumed criteria of reading competence according to standardized tests, and also examines present and possible future criteria for judging reading competency. (DD)

Gifted students should receive reading instruction to encourage them to read more widely, more critically, and more creatively. (DD)

Suggests thirteen functional study skills activities. (DD)

Suggests a technique for narrowing a large topic into manageable subtopics so that student interest groups may investigate them. (DD)