Points out why drill work has a role in the language arts classroom, explores the possibilities of using a microcomputer to give children drill work, and discusses the characteristics of a good software program, along with faults found in many software programs. (FL)

Describes a technique, based on story grammar research, that merges the reading of a basal story with a writing lesson. (FL)

Defines the term "cognitively disabled"; discusses some of the negative assumptions about the cognitively disabled found in many books, while simultaneously noting the books' positive aspects; and provides an annotated bibliography of books that deal with cognitively disabled people. (FL)

Describes recent Austrian research concerning readability formulas, especially the Swedish Lix formula. Describes a prototype for a system of evaluating the individual variables that contribute to the difficulty of student reading materials. (FL)

Discusses the interacitonal function of language. (FL)

Notes that modern rewriters transform traditional folk stories for reading texts, adhering to strictures imposed by popular ideas about childhood, language, and learning. Proposes to improve the quality of folktales and learning by restoring original language in folktales. (FL)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Notes that poetry writing can be a natural and interesting part of the language arts curriculum. Offers an approach to teaching poetry to intermediate grade students that leads them to accept and like poetry. (FL)

Presents 13 common problems in reading instruction followed by suggested adaptations in materials, instruction, and assignments designed to address those problems. (FL)

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)

Reviews bilingual television programing in Canada and the United States and concludes that television networks offer few alternative programs for bilingual children. (FL)

Presents a rationale for using the Conceptual Framework of Reading Interview and three kinds of information processing models. Offers a copy of the framework. (FL)

Argues that good reading instruction is a marketable commodity. Tells reading teachers how to run a public relations campaign on behalf of themselves and the vital services they provide. (FL)

Reports that reading instructional level scores of a teacher constructed informal reading inventory, the commercially prepared Basic Reading Inventory, the Metropolitan Achievement Test, and students' actual level of placement in books are roughly comparable but that the Wide Range Achievement Test reading subtest places children much higher. (FL)

Summarizes research concerning how teachers' judgments, instructional planning, and interactive decision making affect their classroom actions, particularly in reading instruction. Discusses implications for reading teachers. (FL)