Reviews the literature and describes some of the confusion where reading levels overlap in informal reading inventories. (RB)

Concludes that there is a dearth of picture books containing female characters. (RB)

Tells how teacher developed books increased students' motivation to read. (RB)

Reviews recent literature in the Educational Resources Information Center (ERIC) on the reading and learning difficulties of slow learners. (RB)

Concludes that the ratio of boys to girls experiencing reading disability problems in the Seattle Public Schools is three to two. (RB)

Reviews the literature criticizing school textbooks for sexism and suggests new series deleting sexist stereotypes should be developed. (RB)

Lists those publications which currently accept contributions from children. (RB)

Describes a reading program based on community-school cooperation. (RB)

Suggests using the cloze procedure as a means of helping poor readers develop critical reading skills. (RB)

Argues that teachers, diagnosticians, and other educators need to reevaluate their thinking about reading. (Author)

Compares the elementary reading programs in the two countries and describes the remedial programs in Hamburg. (RB)

Concludes that teachers should spend more time on improving and developing oral language skills, and reading practitioners and researchers should develop diagnostic tools for assessing oral language in relation to mastery of reading skills. (RB)

Summarizes the results of "Reading Certification: The Elementary Teacher, English Teacher, and Reading Specialist," a survey of teacher certification requirements in reading. (RB)