Concludes that the development of the reading abilities of preschool children in Japan is mainly a responsibility of the parents. (RB)

Discusses the importance of learning to transform the visual representation of language into meaning during beginning reading. (RB)

Suggests that more attention should be given to semantics if accurate word lists are to be compiled from spoken or written vocabulary. (RB)

Indicates that pictures serving to increase reading interests do not contribute significantly to the child's ability to decode. (RB)

Argues that extra encouragement stimulates a positive self-concept among students who encounter reading difficulties and describes one student's success. (RB)

Provides a preliminary look at the syntactic complexity of primary grade reading materials commonly used for initial reading instruction. (RB)

Discusses the role of the teacher in performance based reading programs, and suggests guidelines for meeting students needs. (RB)

Argues that the Learning Experience Approach (LEA) is superior to other methods of teaching reading when used with blind children. (RB)

Reviews the literature in the Educational Resources Information Center on research into reading comprehension, how to improve comprehension, and methods used by elementary teachers. (RB)

Suggests offering literature to children that is meaningful in terms of the child's growth and furture, and the future of people, rather than avoiding all books showing people and the world in less than idyllic contexts. (TO)

Discusses the use of racial stereotyping in children's books and describes one evaluative process that increases awareness of such stereotyping. Three bibliographies listing children's books about black people and culture are listed. (TO)

Examines 22 recently published children's books with female protagonists in positive, nonstereotyped roles. (TO)

Describes the problems of acculturation for the Navajo child learning to read English. (TO)