Suggests that in addition to the diagnosis and remediation of specific skill deficiencies, the reading specialist must restructure the student's learning environment to promote the attainment of concepts, motivation, and flexible congnitive strategies and styles. (TO)

Questions the degree to which intensive emotional emphasis on successfully learning to read contributes to reading failure and discusses some potential outcomes of permitting students to reject reading. (TO)

Argues for total eye testing rather than an annual test of distance visual acuity and questions the use of the Snellen test. (TO)

Clarifies the purpose of the "Home Eye Test for Preschoolers" and defends use of the Snellen chart. (TO)

Surveys how children develop their powers of word identification, and questions common assumptions about the utility of sight words. (TO)

Offers the rationale for switching from sight word cards to sight phrase cards and provides several other techniques to improve reading ability. (TO)

Contends that the differences between spoken and written syllables make the teaching of syllabication as an aid to increased decoding skills questionable. (TO)

Reports a study examining the differences between the types of questions asked while teaching reading by teachers educated in the Science Curriculum Improvement Study method of inquiry-discovery science instruction and teachers of reading not educated in this science instructional approach. (TO)

Presents a rationale and four lessons for word study and critical thinking in a social studies class using folk songs. (TO)

Discusses several books listing and discussing children's books and selection practices. Most of the lists include annotations. (TO)

Questions the usefulness of oral reading for adequately evaluating the progress of a learner, providing valuable practice in reading, or entertaining others. (TO)

Suggests several ways to stimulate students to comprehend literature with both feelings and facts. (TO)

Describes an individualized remedial reading program where students choose their own reading lessons within a framework structured by the teacher. (TO)

Reports a study of fourteen word lists and proposes a basic list of 240 starter words. (TO)

Reports a study indicating that an informal program of training in visual perception was equivalent to a formal program both in producing better results on a visual perception measure and on a reading achievement test. (TO)