Discusses the importance of self-concept in learning to read and suggests several techniques for improving a child's self-concept. (WR)

Discusses what effect dialectal differences may have on learning to read. (WR)

Reviews the literature and research on sex differences in children's reading preferences and suggests that social pressure or training may account for observed sex differences in reading choices. (WR)

Looks at a sample of recently published trade books for children to see if there is a trend toward publishing books which include today's black American. (WR)

Compares three reading expectancy formulas used to determine a child's reading ability. (WR)

Provides some suggestions for teachers to use to help children follow directions. (WR)

Discusses Samuel Orton's writings on cerebral dominance and effects of certain neurological anomalies on learning. (WR)

Presents a technique for adapting the kinesthetic method for classroom use. (WR)

Presents techniques for improving reading instruction for Chicano students. (WR)

Reviews the literature on racist and sexist overtones in books and stories for children. (WR)

Analyzes six ideas related to language experience intended to improve the teaching of reading. (RB)

Reports on a competency-based, field experience teacher education program for future teachers in reading and language arts. (RB)

Summarizes the most important implications coming from recent research into teaching behaviors in reading instruction, concluding that teachers whose behaviors are most characteristic of a specific approach are most effective. (RB)

Argues that interest is as potent a factor in reading comprehension as is difficulty, calling for a serious reconsideration and revision of both the philosophy and strategy of the Informal Reading Inventory. (RB)

Children's natural propensity to learn offers behavioral'' implications for teaching reading. (RB)