Argues that perhaps 15 to 20 percent of reading and learning disorders are rooted in emotional difficulties. (FL)

Explains how reading skills prescribed in basal readers can be recast and taught as reading strategies. (FL)

Concludes that young children of varying abilities, given an opportunity to experience reading as a visual and a thought process, take a more active role in their own learning. (FL)

Outlines ideas used by two reading teachers to make their school aware of their services, help students lose their fear of the reading room, and enhance their overall image. (FL)

Discusses ways to get teachers involved in the process of evaluating and changing their methods of instruction--using the example of teaching content material through round robin reading and discussion. (FL)

Notes that children often fail to interpret metaphors correctly and that instruction in basal readers is not always helpful. Offers a strategy that shows students how to figure out metaphors on their own. (FL)

Describes a program used in three Texas schools in which kindergarten children spend a part of each day writing. (FL)

Finds the test useful but criticizes its lack of generalizability of norms and the absence of reliability, validity, or normative information for the Spanish version. (FL)

Discusses the conventions that define the range of legitimate routine in the reading profession. (FL)

Outlines diverse strategies (contextual clues, palindromes, figurative language/idioms, etc.) for increasing vocabulary skills of gifted readers in the lower primary grades, using children's literature to supplement good tradebooks. (NKA)

Develops several lessons that integrate reading and writing for the purpose of understanding and retaining knowledge. Illustrates the use of a feature matrix, as well as webs, outlines, and timelines as organizational devices to engage the students in active comprehension of text. (NKA)

Reviews the literature on classroom reading instruction and elaborates the results of a series of studies that hypothesized that high-risk students, such as those typically found in low reading groups, would become more aware of how to reason during reading if their teachers explained the mental acts associated with strategic skill use. (NKA)

Describes a program that associates phonics instruction with children's earliest reading and writing, using the ERIS method to teach sound/letter correspondences and to provide opportunities for writing and reading. (NKA)

Advocates a supplementary reading program for kindergartners and first graders that is a combination of modified sustained silent reading and Booktime, after an investigatory study showed that, although highly thought of, SSR was difficult in practice in kindergarten and first-grade classrooms. (NKA)

Enumerates ways to help early readers without negatively affecting their development in other areas, such as: (l) providing an atmosphere rich in environment print and positive role models, (2) using encouragement rather than praise as a means of reinforcing their progress, (3) exhibiting respect for the child, (4) eliminating criticism and…