Voices the plea that classroom teachers learn more about the learning process. (RB)

Suggests one possible way to get rid of reading tests that do not measure what they are supposed to. (RB)

Findings show that a significant majority of inner city teachers believe the DISTAR is an effective reading program. (RB)

Argues that reading comprehension involves interpretation and is very difficult to measure. (RB)

Presents a brief analysis of the arguments for teaching standard English and those for a bidialectal approach to beginning reading. (RB)

Supports the practice of requiring two readings of developmental reading lessons when using the Informal Reading Inventory to determine reading ability. (RB)

Studies the dialect of the frontier area between Uruguay and Brazil and the problems it poses for elementary education. (RB)

Argues that teaching techniques should be consistent with the objectives of the lesson and provides several examples. (RB)

Disagreement between learning disability teachers and reading teachers is complicated because of different vocabularies used by each group. (RB)

Discusses the role of parents and teachers in preparing children for beginning reading. (RB)

Describes six Right to Read programs funded by Elementary and Secondary Education Act, Title II grants.

Argues that improving a child's self-esteem may lead to improvements in reading skills. (RB)

Affective factors are at least as important as dialect differences in discovering why innercity children have difficulty learning, according to the research cited in this literature review. (RB)

Demonstrates that the practice of classifying children who have learning disabilities may do more harm than good when the labeling is done by teachers who should concern themselves with instruction and leave diagnosing to doctors. (RB)

Concludes that the reading achievement of mobile pupils is not significantly different from that of stationary pupils. (RB)