Argues that remedial programs in reading have gradually lost sight of the original goal of improving classroom reading and that coordinating the program with the core curriculum is not sufficient to achieve curricular congruence. Offers suggestions for achieving congruence between the classroom and the clinic. (FL)

Examines the social perspectives presented by a sample of the Children's Choices books to determine if the protagonists' behavior is primarily individualistic or shows concern for the group or community. Concludes that the books tended to espouse the self as the focus for activity. (FL)

Discusses the Global Method of reading instruction, which is used worldwide and which is based upon the belief that reading is a part of a language-based process, incorporating all of the communication skills. Examines its similarities to LEA, as well as its differences, and explains its advantages as a content area reading technique. (FL)

Describes the InQuest Procedure, which actively involves the reader or listener with narrative text through a combination of student questioning and spontaneous drama techniques. (FL)

Describes a technique that helped less-able fourth grade readers develop a better understanding of story parts and how they fit together. Explains that the technique also improved reading comprehension. (FL)

Discusses the change in educational philosophy of a reading specialist with a skill-based background who learned the importance of teaching language, reading, and writing as processes rather than as subskills. Describes the techniques she used to help her students become thinking readers and writers. (FL)

Summarizes award winning research reports dealing with (1) learning disabilities and reading; (2) teaching critical reading in Brazil; (3) culture, language, school, and literacy; (4) the development of discourse-synthesizing abilities; (5) the acquisition of word meaning from context by high and low ability children; and (6) reciprocal teaching.…

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Reviews ERIC resources dealing with direct instruction in reading. (FL)

Continues a discussion begun in the February column concerning the pyramid taxonomy of reading. Makes 10 suggestions for reading researchers attempting to define reading. (FL)

Argues that since young students often find expository material difficult to understand, teachers must take special care in preparing lessons on such materials. Proposes an approach that can help teachers through planning and teaching expository text. (FL)

Provides sources of aid and encouragement for parents of children of all ages who want to help their children develop positive attitudes toward reading and sharpen their reading skills. (FL)

Reports that parents of third-grade students had clear responses to various styles of reporting standardized reading test scores and preferred one that indicated how the child had improved over past performance and that showed the toughest item the child could handle on the test. (FL)

Demonstrates the positive effects of instruction using environmental print to stimulate print awareness in preschool children. (FL)

Suggests that limited English speaking students' oral language can be developed by using pictures and concrete referents and then by using the language experience approach to teach English reading. (FL)