Outlines the classification of children who experience difficulty reading into two categories - poor readers with learning disabilities and poor readers without disabilities. Examines the validity of this form of classification and offers a new approach for dealing with children with reading problems. Explains that the proposed approach utilizes a…

Notes that vocabulary has long been recognized as a strong determinant of reading success. Discusses how children's vocabulary knowledge is largely determined by informal factors, such as parental interaction and other sources, such as the television. Addresses individual differences in vocabulary acquisition; amount of vocabulary needed for…

Considers how children with special needs and their less challenged peers both deserve equity and equality of educational opportunities that promote the lifetime reading habit. Suggests that a strong commitment is needed from teachers and administrators, whose collective energy is aimed at determining children's attitude toward reading and helping…

Describes a stage structure concern for children and phonics. Discusses that among all of the cognitive concepts and abilities constructed by young children, quantitative operations are most closely associated with early successful use of phonics. (JK)

Argues that comprehension is a problem-solving activity and that different problem-solving schemata exist for different types of texts, both narrative and expository. Suggests that good comprehension occurs when there is a match between the author's schemata and that of the reader, creating a dialogue between the writer and the reader. (JK)

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)

Introduces Nicholas Silvaroli, founder and Program Coordinator of the Reading Program at Arizona State University. Discusses what he believes to be critical issues of concern to all of us, including the quality of tomorrow's teachers and recent trends in reading instruction. (JK)

Indicates that instructional improvement results when the principal and the teacher undertake cooperative planning and goal selection. Presents such a building-level effort at Richland Elementary in Richardson, Texas. (JK)

Notes the current popularity of qualitative research in the field of reading, tells how the techniques of participant observation and interviewing are used by qualitative researchers, and offers suggestions for conducting qualitative research. (GT)

Describes dynamic assessment which uses a response-to-instruction paradigm to complement traditional diagnostic assessment of word recognition and comprehension. States that this approach to assessment provides the opportunity to evaluate systematically the instructional factors that influence reading performance. (MG)

Interviews Dr. Ernest Balajthy on the current role of computer technology and artificial intelligence in reading education. (MG)

Discusses teachers who question the happenings in their classrooms and answer their questions through classroom research. Argues that these teachers will continue to learn about their students and the teaching/learning that occurs within their classrooms, schools, and profession. Offers suggestions on how to initiate a teacher/researcher effort.…

Extends a previous discussion of program evaluation by presenting a scenario of how a framework would work to evaluate a writing program. Notes that the scenario involves a building-level evaluation of a metropolitan secondary school's writing across the curriculum program that has limited resources. (RS)