Argues that teachers of beginning reading can incorporate the cloze procedure into ongoing reading programs, and shows how this can be done. (RB)

Describes a reading program that uses a combination of basal readers to teach beginning reading. (RB)

Suggests that the language experience approach combined with the cloze procedure is a useful technique in working with reading disabled students. (RB)

Reports on the television viewing habits of fourth, fifth, and sixth grade students, and includes specific assignments to take advantage of the time students spend watching television. (RB)

Provides evidence that current reading textbooks contain racist and sexist stereotypes despite promises to make changes, and concludes that these stereotypes are harmful to the students who learn from such textbooks. (RB)

Reviews the literature in the Educational Resources Information Center (ERIC) on diagnosing reading difficulties through the use of informal reading inventories. (RB)

Suggests that reading aides work with students who have remedial problems, allowing the reading specialist to monitor and supervise reading instruction. (RB)

Contains an annotated bibliography of children's books produced by a joint committee of the Children's Book Council and IRA. (RB)

Concludes that the "Inventory of Teacher Knowledge of Reading" is valid in discriminating between the specialist and non-specialist in reading, but that it fails to verify the seven components that the authors claim to measure. (RB)

Presents an overview of the problems of teaching reading to speakers of various dialects and what authorities see as solutions. (RB)

Contains a historical view of decoding and discusses what it means for teachers of phonics. (RB)

Discusses some of the reasons why basal readers confuse two long u sounds. (RB)

Describes a method intended to provide disabled readers with practice in thinking and reasoning in response to carefully structured questions. (RB)

Indicates that Sustained Silent Reading (SSR) is not superior to other methods used to increase reading skills. (RB)

Argues that IQ scores can be useful in reading diagnosis, but teachers need to be familiar with the test in order to use it as a tool. (RB)