Demonstrates that literacy practices may be more usefully viewed when situated in the larger contexts within which they exist. Examines the impact of social, cultural, and linguistic factors on oral reading in China's elementary schools. (SR)

Provides a broadened historical perspective on literacy instruction in Russia by focusing on the development of the Russian "bukvar," the first text typically placed in the hands of Russian children as they begin schooling. Discusses origins of the bukvar; religious, social, and cultural influences; pedagogical and scientific influences; and the…

Describes the difficulty in reading and writing Persian script which may contribute to illiteracy in Iran and notes the political and religious considerations which make change difficult. (MKM)

In a replication of two studies, the author found that sixth and eighth graders performed comparably to their counterparts of 60 years ago on reading comprehension and vocabulary tests. (MKM)

Examines 150 years of reading textbooks and suggests that instead of basics educators need a new philosophy to guide schools into the future. (MKM)

Reviews the history of remedial reading instruction for students with learning disabilities and clarifies the roles of the remedial reading teacher and learning disabilities specialist. (DD)

Traces the history of vocabulary control in children's readers from the turn of the century, describing the enormous impact of Edward L. Thorndike. (DD)

Notes that the instability of the lexicon of reading instruction suggests the presence of insecurity, not its cause. Looks at selected topics (including Right to Read, Evelyn Wood, individually guided instruction) across time by asking: "What ever happened to...? What is happening to...? and What do I hope will happen to...?" (RS)

Describes current literacy practices in Australia and the history of influential approaches to literacy instruction. Discusses the unique contexts of professional development and practice that may make Australian approaches to literacy different from whole-language movements in American schools. (SR)