Describes a program adopted by five native Indian bands in British Columbia in which parents promote their children's early language and reading skills in the home. (FL)

Concludes that the test represents a carefully designed, standardized, norm referenced instrument for children aged 6 to 14.(FL)

Offers adaptations of content area reading techniques that can help teachers integrate mainstreamed children into small groups with other members of their classes. Techniques include (1) the Jigsaw strategy, (2) the list-group-label strategy, and (3) the small group structured overview. (FL)

Concludes that teachers are aware of the strengths and weaknesses of basal reader programs and that they exercise their professional responsibilities by enhancing and modifying commercial materials in ways that improve instruction and reflect the tenets of current research and theory. (FL)

Indicates that passivity in poor readers seems to be tied to several interrelated factors, including frustrating materials, repeated failures, and differences in teacher treatment of good and poor reading groups. Suggests that direct training can mitigate these problems. (FL)

Concludes that reading interests of children were similar across achievement levels. Offers tips to help low-achievers choose recreational reading materials. (FL)

Shows that students' voluntary reading could be increased through programs heavy in literary activities, supported by well-designed classroom library corners. Also indicates that teachers' attitudes changed as a result of their participation in the study. (FL)

Describes an Environmental Reading Program, in which students come to realize that they are readers of their surroundings. Shows how the program can stimulate thought processes and promote comprehension. (FL)

Reports on a program that used older adults to tutor children in reading. Finds that the children made significant gains in reading as a result of the program. (FL)

Discusses techniques used by reading researchers to derive "operational definitions" of reading phenomena. (FL)

Describes a three-step process to help teachers honor what children bring to each reading situation and to model for children the importance of accessing appropriate knowledge sources before reading. (FL)

Provides names and addresses of information centers around the world that work in the area of primary education. (FL)

Presents a technique for remediating comprehension difficulties that is based on four principles of effective instruction that can be derived from comprehension research. (FL)

Proposes a pyramid organization for constructing theories of reading. Discusses each category of the proposed organization: (1) readers and learners, (2) materials, (3) tasks, (4) situation organizers, and (5) settings. (FL)

Discusses a model of the reading process drawn from ideas used in foreign language instruction and resting on the distinction between reading acquisition and reading learning. Explains how the model can be applied in the classroom. (FL)