Reports on a study that investigated the changes in roles and activities of reading specialists in an in-class program as compared to the pull-out program they had previously run. (FL)

French linguist Alain Bentolila answers a number of questions about his work and the work of the International Center of Continuing Education, which he directs. (FL)

Concludes that in classes where their writings are turned into books, even seven year olds gain a sense of audience and begin to write with their readers in mind. (FL)

Finds a number of problems with the test and concludes that there is little real advantage to using it in preference to other published informal reading inventories now available. (FL)

Annotates a number of books in Spanish that might be of interest to Hispanic students. (FL)

Examines the quality of basal readers and textbooks, discusses some of the forces affecting textbook quality and selection, and offers suggestions for coping with less-than-adequate reading materials. (FL)

Reviews research related to homework and makes recommendations for its effective use. (FL)

Draws upon research, theory, and experience to support six changes in the way reading comprehension is taught. (FL)

Explains the need for teaching elementary school students about expository text structure and presents a comprehensive method for doing this. (FL)

Notes that although children's literature has long been neglected in Africa, recent developments have encouraged new book production and critical study of the genre. (FL)

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)

Reports that by combining a phonetic writing system with instruction in carefully selected clusters of related Chinese characters, Chinese schools can start children on productive reading at an early age with texts closer to their developed cognitive levels. (FL)

Identifies types of reading passages that tend to be troublesome for poor readers who have difficulty in evaluating and revising their initial hypotheses about the content of a passage. Offers teaching strategies to help these students. (FL)

Concludes that children's reading ability is not the sole reason behind their placement in particular reading groups and that teachers also consider such things as their ability to do academic work, work habits, classroom behavior, personality, and, occasionally, their home environment. (FL)

Argues that when a parent or teacher reads the same story to children several times, they begin to attend to different aspects of the story than they did on the first reading. Discusses four changes in children's responses that occur with repeated readings. (FL)