Describes learning activities that promote the teaching of reading and writing together within the context of basal materials. Presents an example of how these activities were used in a second-grade classroom. (FL)

Addresses how word processing, with its prevision, writing, and revision tools, facilitates connections between reading and writing. Suggests that with or without electronic tools, students need to be critical readers of their own writing. (JK)

Describes a directed reading and writing lesson that uses the power of the composing process throughout content area lessons to enhance reading comprehension. Uses a fifth grade science lesson as a model. (FL)

Looks at computer uses appropriate for the elementary reading classroom, considers techniques for evaluating computer materials, and suggests references and resources for additional information. (FL)

Discusses three principles for use by volunteer tutors to use in monitoring children's oral reading: (1) maintaining an adequate pace in the lesson, (2) helping students make sense of what they read, and (3) helping the student to read what is actually on the page. (FL)

Explains how to organize a "print laboratory," a safe, nonthreatening environment where students can experiment with all kinds of print found in the real world. Presents strategies designed to promote independent reading and comprehension. (FL)

Presents a practical method of conducting conferences with developmental students in large college reading/study skills programs. Suggests that the method could also be used to monitor and document students' attitudinal changes and perceived progress throughout a term. (FL)

Argues that an understanding of human motivation is an essential component of effective reading instruction. Proposes that teachers use a balance of intrinsic and extrinsic means of motivation to increase student involvement and learning. (FL)

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Describes an inductive categorization strategy for helping children develop word recognition ability. Closes with theoretical and interpretive comments that support the use of the word sort teaching strategy. (FL)

Argues that reading and sharing poetry fosters richness in languages and encourages understanding of ideas presented through a beautiful form of expression. Offers a poetry guide for encouraging basic language skills. (FL)

Encourages the use of television to promote reading and describes four types of television-reading programs. Provides evidence to support this practice and offers a list of resources. (FL)

Provides a rationale for incorporating the use of trade books in the elementary school reading program and offers suggestions for establishing classroom conditions that encourage students to read silently, promoting an interest in books, and assessing individual student success with silent reading. (HOD)

Argues that metacognitive training in students can help students to remediate comprehension difficulties, to more accurately guage their success as learners, and to view reading as a flexible, thought-provoking process of interaction with text. (HOD)