Two distinguishing characteristics of early readers are superior sound blending and visual memory skills. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on developing personal reading interests and habits. (RB)

Argues that reading is more than the sum of its component skills and that it is an integral part of the language acquisition process which starts at birth and continues through life. (RB)

First in a series of five articles built around personal classroom observation and practical advice which pleads for an expanded, enlightened teacher role in material selection and use. (RB)

Describes a technique for teaching reading which combines two divergent definitions of individualized instruction. (RB)

Describes a bilingual reading program in which students translate cooking recipes from Spanish to English and vice versa. (RB)

Describes an inservice teacher education program designed to improve teaching techniques by utilizing videotape equipment in teacher workshops. (RB)

Presents the results of a research study which was designed to determine gains or losses in reading proficiency during summer vacation, investigate the characteristics of those students whose proficiency increases or decreases, and aid in planning summer reading programs which maximize gains and minimize losses. (RB)

Acknowledging widely recognized shortcomings of readability formulas, the authors propose a technique for analyzing syntactic complexity. (RB)

Argues that elementary reading materials should reflect the advanced syntax already evident in the language patterns of most youngsters. (RB)

Documents the high degree of similarity between basic word lists derived from a variety of word lists and the Dolch list. (RB)

Provides a description of the materials and resources available in the Educational Resources Information System and explains how to gain access to the contents. (RB)

This third article in a series finds that poor teaching techniques which impede reading instruction have changed little in the last decade. (WR)

Third grade children are found to produce more abstract answers when asked about longer reading passages than when questioned about single sentences. (WR)