Reviews the literature on the importance of linguistics in reading instruction at the elementary level. (RB)

Presents a school survey of favorite children's books and discusses family involvement in developing reading habits in elementary school students. (RB)

Recommends the association of teachers and children in teacher education courses to get to know each other by working together, not as teachers and pupils, but as learners together. (Author/RB)

Discusses proper procedures and mechanics for carrying out individualized instruction in the elementary classroom which will provide the children with a new view of their individual competencies. (RB)

Attempts to resolve the contradiction between motivating children and teaching them certain reading skills by organizing them into two complementary types of groups, direct instruction and independent activities. (RB)

Urges mobilizing all school resources for maximum support of the remedial reading program with special emphasis on use of the library. (RB)

Reviews the literature on phonic generalizations and presents a formula measuring the usefulness of word recognition, concluding that further research is needed. (RB)

Discusses the use of syllabication in teaching decoding to beginning readers. (RB)

Researches a basal reading and a language arts method of teaching reading, advancing the possibility of using reading readiness instead of intelligence tests to predict later reading achievement. (RB)

Supports auditory research which clarly demonstrates that auditory perception is adversely affected by noise. (Author/RB)

Examines several criterion-referenced-testing programs for strengths and weaknesses in diagnosing the student's reading skills. (RB)

Discusses documents in the ERIC system on reading games appropriate for individualized or group instruction in the elementary grades. (RB)

Discusses the use and preparation of paraprofessionals in furthering the efforts to improve students' reading skills with suggestions for evaluating the performance of such personnel. (RB)

Describes a research project for teachers on reading and writing in which teachers meet regularly in small groups to share their creative writing. (EL)

Suggests how a teacher of writing can cover curriculum and organize content to provide an environment in which children can create personal meaning through writing by using two common methods: webbing, which integrates content by theme, and the separation of content into time blocks. (EL)