Finds that even young babies can attend to books being read to them and provides some guidance for a successful book-reading experience. (FL)

Describes strategies for using story reading to help language minority students in grades one through six acquire language proficiency. Discusses ways to make story reading effective, including frequent reading, the use of cueing strategies, and the use of follow-up activities. (FL)

Offers modifications to the Question Answer Relationships technique that provide (1) a clearer explanation of different sources of information for answering questions, (2) an easier format for considering developmental differences in reading and learning, and (3) an expanded use for the technique both as a tool for teachers and as a strategy for…

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

Argues that humorous books have the potential to brighten the classroom environment, motivate students, and develop reactive, thinking readers. (FL)

Presents a summary of practical experiences with oral reading in a format that gives insights into why listening to children read empathetically is important. Offers guidelines on how to organize and use such a process. (FL)

Examines The GAR, which is intended as a group assessment of reading ability for elementary and secondary school students in the areas of reading level, comprehension, study skills, and reading interests. Concludes that the test has many shortcomings. (FL)

Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)

Offers a four-step procedure that can be used to help upper elementary school students learn to write a well-structured expository paragraph. Suggests that the writing experience is a bridge to understanding more difficult text structure. (FL)

Argues that reading teachers must possess knowledge of professional literature, their subject matter and curriculum, and reading methodology and must maintain a love affair with language and books. (FL)

Argues that learning to spell is a developmental process and reviews research showing that errors made by poor spellers can indicate the point at which that development has broken down. Discusses some of the linguistic strategies students must acquire to become proficient spellers and offers teaching suggestions for helping students develop a…

A study of the first grade books in two basal series, compared with typical storybooks, shows that the amount and type of picture-dependence varies, even over the year. (FL)

Discusses a number of "spunky" girls in adolescent and children's literature. Explains the importance of young people having such characters as models. (FL)

Reviews literature on different aspects of reading readiness, then presents a reading readiness material analysis inventory constructed according to the findings of the review. Explains how the instrument can be used by educators to compare readiness program materials. (FL)

Indicates that the format and use of the informal reading inventory need to be modified in order to address recent research findings of schema theory, text analysis, and metacognition. (FL)