Indicates that popular methods texts used in college classes are no better than basal manuals in providing guidance in how to teach comprehension. (FL)

Concludes that the reviewed test, which is designed to assess mathematics, reading, spelling, and writing abilities in students from first grade through post high school, is limited in usefulness for older students. (FL)

Describes how two college professors showed their undergraduate students how a whole language classroom works. (FL)

A study of third- and fifth-grade students found that monolingual students use different reading strategies than do bilingual students reading in their second language. (FL)

Offers suggestions for using classroom computers for individualized instruction in spelling and tips for choosing spelling software. (FL)

Compares the effectiveness of two types of classroom vocabulary instruction with a noninstruction type homework assignment. (FL)

Examines the research and theory of invented spelling, then looks at ways teachers can use it in their classrooms. (FL)

Discusses the challenges of translating definitions of reading found in research into classroom practice. (FL)

Reviews the report of the Commission on Reading, concluding that it can become the antidote for the pessimism generated by the status quo found in the schools by a number of researchers. (FL)

Criticizes the report of the Commission on Reading for its biased selection of research and its poor synthesis on whole language approaches. (FL)

Argues that microcomputer programs in LOGO can support children's development of invented spelling within a language experience approach. Presents protocols of three nursery school children using such programs that show promising growth in their writing and reading skills. (FL)

Discusses the characteristics of three popular readability formulas: the Dale-Chall, the Fry Graph, and the Spache. Describes text based and reader/text based alternatives. Offers appropriate applications of each form of assessment. (FL)

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)

Describes how teachers can apply metacomponents to their instructional decision making to help them develop and execute comprehension training lessons. (FL)

Argues that teaching for poetic thought develops not only poets and lovers of poetry, but also readers, dreamers, and doers. Offers suggestions on how it is done.(FL)