Concludes that the extra attention paid to children during the administration of reading tests does not have a significant effect on test performance and that the Hawthorne effect does not influence reading test results. (RB)

Stresses the importance of setting clearly defined goals and objectives when determining class activities in reading instruction. (RB)

Presents guidelines for teachers who would like to set up a reading center but are unclear about where to start. (RB)

Research shows that teachers prefer to teach the better readers, despite the fact that most teachers say they show no favoritism. (RB)

Discusses the advantages and disadvantages of criterion referenced testing in the elementary reading program. (RB)

Reports and explains the results of a conference on how children learn to read and proposes some principles for teaching beginning reading. (RB)

Discusses the results of research on the effect of readiness training for preschool youngsters. (RB)

Argues that the teacher, not the material, makes a difference in how well children learn. (RB)

Suggests ways in which teachers can make reading books to children an even more enjoyable experience for the students. (RB)

Describes a cross age tutoring program which improves the reading skills of all students involved and makes the learning process more humanistic. (RB)

Compares two major methods for teaching phonics. (RB)

Argues that successful teaching depends on a lot of little things and suggests some things that effective teachers include in daily instruction. (RB)

Describes several successful inservice teacher education programs in reading. (RB)

Suggests that perceptual problems may account for the difficulty young children experience in recognizing words. (RB)