Describes Alpha Upsilon Alpha, the student honor society created by the International Reading Association to promote scholarship, leadership, and service in the field of reading/language arts. (FL)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)

Argues that traditional sight word lists do not include many of the words young learners see on the computer screen. Presents a supplementary list that incorporates such words for computer-assisted instruction in the elementary school. (FL)

Offers news ways to integrate the language experience approach with a basal reader and in the content areas. (FL)

Concludes that teaching fourth- and fifth-grade children to ask themselves questions about key points in a story significantly improved their performance on tests about story content. (FL)

Lists 105 books selected by children as the best of those published in l984. (FL)

Concludes that the lack of normative data, the suggestion that even one failure on the test (with approximately 111 items) makes a child suspect for "at risk" labelling, along with the brevity of directions and interpretation of data require that the test be used with great caution. (FL)

Indicates that hearing stories read aloud in their native languages did not interfer with ESL children's reading achievement in English, and there were many benefits from having parents read those stories in a school setting. (FL)

Offers a step-by-step procedure for teaching intermediate grade poor readers three important text-based strategies that boost their comprehension of expository prose by stimulating their thinking. (FL)

Argues that some common vocabulary teaching strategies in basal reading programs appear to be based on misconceptions. Suggests that the teacher must stress the vital connection between vocabulary learning and comprehension. (FL)

Discusses the different ways theorists and researchers define "reading." (FL)

Describes one statewide process of basal series selection and outlines the concerns of eight groups involved in the process. (FL)

Notes that basal series commonly used in kindergarten through grade six teach only about half of the most common English words. Offers a list of 382 common words that do not appear in the books and suggests that teachers supplement their basals with their own word learning lessons. (FL)

Concludes that about 10 percent of stories in a basal series (grades one through eight) showed a character reading something for either information or pleasure, but seldom as an important part of daily life. Argues that basals could set a better model of the value of reading. (FL)

Argues that the way reading is taught to the youngest children sets the stage for their future learning. Notes that recent research shows that some basal readiness activities are better avoided or postponed. (FL)