Reports that, as a group, elementary school teachers in one large school district felt that they must teach beyond the basic textbook to enable gifted students to reach their potential. (FL)

Reviews research on story grammar to show how crucial it is for readers of all ages to know how stories are structured. Examines implications for teaching and for choosing instructional materials. (FL)

Reports that after more than 50 years of argument as to whether children should be taught the names of letters as part of learning to read, American researchers have begun to suggest that letter name instruction and phonics instruction interact for better learning. (FL)

Concludes that students who have not mastered independent reading, who seldom receive instruction in critical thinking, and who are unprepared to engage in critical reading when required to do so, will benefit from instruction in critical listening as part of their reading instruction. (FL)

Concludes that the Spanish Oral Reading Test can be a useful tool for teachers who need to estimate the reading levels of immigrant children. (FL)

Describes and presents an inventory for estimating primary grade students' ability to read mathematical vocabulary and their understanding of math concepts. (FL)

Discusses materials in the ERIC system that teachers might use to expand their students' awareness and appreciation of other cultures. (FL)

Reports on the work being done by Martha King with the writing of primary grade children. (FL)

Examines how teachers use questions to socialize and control students. (FL)

Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)

Examines interactive reading as a technique for applying the findings of recent brain research to the reading process. Describes a method of interactive reading that requires students to relate their concepts, knowledge, and experiences to print and to practice language arts skills while creating an individual and personal picture book to share…

Examines the history of preschool reading instruction, what researchers recommend, and what is actually happening in preschools, then asks whether reading should be taught to young children. (FL)

Reviews a search of the professional literature concerning parent involvement in reading instruction. Explains the four most frequently mentioned suggestions for parent participation. (FL)

Concludes that preschool children know that print conveys information, yet frequently use environmental cues rather than letter knowledge when they appear to read. (FL)

Reports on a survey of teachers in the American southeast showing that they attach great importance to fostering students' positive attitudes toward reading. Other findings, however, indicate that they spend little classroom time developing these attitudes. (FL)