A traditional part of American education has been to include the families in the educational process of their children. The needs and complexities of today's families and classrooms have never been greater. Programs and activities used with families, and school interactions 10 to 15 years ago are not effective for today's complex families and…

An ABAB withdrawal design was used to investigate the effects of explicit timing on accurate oral reading rate of sight word phrases of four elementary students demonstrating difficulty with reading. During baseline the students were exposed to flash cards with sight word phrases and asked to read them out loud and were not made aware that they…

Outlines a four-stage paradigm for designing communicative reading instruction in a college classroom containing several primary language groups. Develops a sample lesson and discusses the advantages of the paradigm. (FL)

Argues that language arts teachers need to guide pupils in developing good handwriting so that they may communicate content to others. Offers six principles of teaching and learning good handwriting. (FL)

Reviews four current approaches to play behavior of young children and concludes that using forms of play such as puppets and body action movements to rehearse story content is effective in aiding aural language comprehension and recall in young children. (FL)

Details the external and internal elements of book sharing, activities that could follow, and the essential enrichment possibilities. Mentions specific book titles, activities, and goals to provide a guide for the interested teacher or parent. (FL)

Provides a guide for setting up learning centers in easily handled stages. Discusses six stages in the development of individualized instruction through the use of learning centers and offers specific guidelines for using this technique for facilitating instruction. (FL)

Describes a mathematics review lesson that provides an opportunity for students to review topics through problems that require an in-depth analysis of their similarities and differences. (FL)

Discusses classroom experiences that provide opportunities for upper-grade students to note meaning emphasis alternatives (primary and secondary, "modal" and "nonmodal") across linguistic contexts. (FL)

Argues for the use of dialogue writing as an aid in the teaching of composition. Notes among its advantages its potential for addressing a number of specific writing problems rarely eliminated by drill work or class lectures. (FL)

Suggests that teachers need to make reading pleasurable, sell books, restructure the classroom environment, establish reading conferences, and limit the length of reading material assigned to students in order to reverse the reluctant reader phenomenon. (FL)

Describes a personalized reading self-study in which a teacher reads selected articles, maintains profiles on rate and comprehension for each, and then describes the reading and makes recommendations for further development based on cumulative profiles. (FL)

Covers two major aspects of reading instruction for mildly mentally handicapped children in the regular classroom: a review of their reading characteristics and a presentation of questioning techniques useful for promoting their reading comprehension. (FL)

Discusses the methodology, materials, and results of teaching critical thinking to 20 third graders. (RL)

Discusses the possible relationships between reading instruction and five areas of the psychomotor domain--space, laterality, directionality, following directions, and self-concept--and suggests methodological implications for the teaching of reading. (RL)