Children's drawings provide a natural introduction to reading and writing. (JM)

Written questions and answers lead to original thinking and writing and to better reading class management than does the "directed reading activity" approach to reading instruction. (JM)

Presents reservations about reading games and questions whether they actually teach, reinforce, and motivate. (JM)

The image of women in the German Democratic Republic reading textbooks is generally more positive than in textbooks in the United States; females appear more often in career roles and males are less dominant. (JM)

A study of physical and pedagogical characteristics, determination of basal difficulty, and story contents in West German and United States reading texts shows that basal readers are more often similar than dissimilar, perhaps having undergone similar developmental changes across cultures. (JM)

As children progress, they want their responses to make sense and they learn to use strategies based on meaning and language. (JM)

Presents a checklist for teachers to use in analyzing educational materials for sex stereotypes and related language usage. (JM)

Discusses the "diagnostic and prescriptive" instructional model for teaching young children in the United States to read, and cautions teachers not to rely too heavily on this approach but to remember that much of what they do is art. (JM)

Study of parents' and teachers' attitudes toward children's reading ability showed that actual reading performance is more important than letter grades and standardized test scores. (JM)

Discusses the language experience approach and describes some methods for providing children with experience and assistance in producing oral monologues. (JM)

Describes four activities--oral cloze, "zip,""maze," and synonym cloze--which have been successful in introducing primary students to the prediction procedures so critical to comprehension development. (JM)

Suggests that every reading teacher should be an oral interpreter of literature, and describes ways in which to make a work of children's literature come alive for students. (JM)

Discusses available options for teachers and parents who are concerned with the sexist aspects of their children's reading materials. (JM)

Lists an annual annotated bibliography of trade books compiled to aid teachers, librarians, and parents in identifying books children like. (MB)

Discusses a way to introduce students to idioms and figurative expressions while stimulating their interest in literature. (MB)