Suggests that using creative dramatics in the classroom reading program can benefit children by improving their reading skills and self-concepts while allowing them to enjoy school and reading. Explains how to create such a program. (FL)

Describes and evaluates an English-Hebrew program designed to develop biliteracy in kindergarten children. (FL)

Lists by grade level a number of books that are exemplary of Hispanic cultures and that are good literature as well. (FL)

Presents a strategy that helps poor readers overcome some of the problems they have with reasoning. The strategy offers students a way of hypothesizing answers to inferential questions and checking their answers. (FL)

Uses current ecological research to explore the social nature of the classroom as it affects both teaching and learning. (FL)

A study used a Functions of Reading Scale to explore the reading activities of students in grades three, five, and eight in Ireland and the United States. Results showed the patterns of relationships between the variables in the Scale to be consistent across cultures and grade levels. (FL)

Presents summaries of the research studies winning the Albert J. Harris Award, the Elva Knight Research Grants Award, and the Outstanding Dissertation of the Year Award at the 1983 convention of the International Reading Association. (FL)

Describes a variety of ways to create cloze blanks and discusses how the reader's task differs in the various types of exercises. (FL)

Reviews an individually administered instrument for use by special education teachers in assessing both spoken and written language for the purpose of developing a remedial program. Finds many problems with the instrument and concludes that there is little or no justification for using it. (FL)

Reviews ERIC materials pertaining to the reading interests of children. (FL)

Examines one section of "The Review of Research in Education" for 1983 for ideas or information helpful to reading teachers. (FL)

Provides information about "Reading Teacher." (FL)

Compares the literature on teacher effectiveness with observations of 12 primary grade teachers, noting areas where teachers may be missing opportunities to make seatwork more effective. (FL)

Analyzes Caldecott winners and honor books of the 1980s and compares the findings to those of earlier studies to discover if the depiction of sex roles and characteristics has changed. Concludes that the newer books reflected a shift toward sex equality and provided some changing sex characteristics and roles--but not enough. (FL)

Surveys 254 teachers in Texas and Kansas to determine their favorite books for reading aloud to children. Shows that their preferences included twice as many male protagonists as female and that these males were portrayed more positively than the females. (FL)