Describes efforts to promote the desire to read and the availability of materials for Nigerians who have already been introduced to reading. (FL)

Describes ways in which indigenous authors and publishers are trying to provide a Nigerian literature that preserves cultural history while meeting modern literacy needs. Lists several biographies.(FL)

Discusses five ways to determine the amount and quality of prior knowledge children bring to a topic: (1) free recall tasks, (2) word association tasks, (3) structured questions, (4) recognition tasks, and (5) unstructured discussion. (FL)

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Indicates that oral reading, turning the text into a big book, interpretive activities, and repeated shared readings can give even young children a command of the text. (FL)

Suggests having teachers give reading inservice training to each other. Describes one program that did this. (FL)

Looks at ERIC documents that deal with readability concerns. (FL)

Notes that while researchers talk about many things--what to teach, how to teach, and when to teach reading--they don't talk about why to teach it. (FL)

Suggests that reading programs should be structured to include group work and interaction so that children gain a sense of "I-Thou" community through reading instruction. (JC)

Shows how regularly scheduled activities with books and well designed library corners can increase children's interest in reading, using a study of four summer recreational daycare centers to illustrate. (JC)

Assesses the results of using Comprehensible Input PLUS Language Experience Approach (CI plus LEA) to teach reading and language arts to non-native speakers in grades 4-6 in the early stages of language acquisition. Concludes that students demonstrated a high retention level as well as an ability to transfer what they had learned by reading…

Examines six recent basal series and compares them to books used in older studies to find evidence of improvement in the portrayal of female characters. (JC)

Suggests that by using this chart, teachers can augment their reading program, and notes that the many publishers listed offer a wide range of materials according to difficulty level. (JC)

Suggests that reading educators need to change several pervasive attitudes in order to translate current reading research into more effective instruction. (JC)

Describes a study in which twenty first grade students wrote daily in journals, which were then analyzed at the end of the school year. (JC)