Concludes that the test has a well-designed reading booklet and a carefully constructed manual, but that it has a narrow applicability. (FL)

Discusses a number of issues pertaining to handwriting instruction, including how it is taught, when it is taught, and whether special paper and pencils should be used with beginning writers. (FL)

Discusses several recent contributions to reading research and concludes that before changing teaching methods and programs, educators need to consider ends, decide what the ideal is, and develop criteria to achieve that ideal. (FL)

Argues that classroom teachers must take the responsibility of preparing students to live in a pluralistic society and must become aware of cultural and linguistic diversity in the country and the world. (FL)

Argues that the McGuffey readers introduced pedagogical innovations that provided moral themes many continue to value. (FL)

Notes that good oral reading can strengthen the relationship between the spoken and printed word and improve comprehension. Offers suggestions to develop students' ability to read aloud. (FL)

Discusses how wordless picture books can be used as instructional aids to teach linguistically/culturally different students. Gives suggestions on how certain of these books can be used to examine differences between cultures. (FL)

Annotates a number of books that can help teachers demonstrate for young children the importance of reading. (FL)

Suggests that children's literature used skillfully in tandem with textbooks makes the content curriculum more palatable, comprehensible, and memorable. Offers several teaching ideas. (FL)

Describes some of the components of the West German approach to beginning reading and writing instruction. (FL)

Proposes a seven-stage model of direct instruction as it might be applied to a reading skills lesson on predicting outcomes. Discusses each stage of the model: exploration, explication, translation, modeling, guided practice, application, and closure. (FL)

Notes that the Cuban method of teaching reading is similar to the Soviet approach but also has much in common with the mastery-oriented strategies of North America. Examines similarities and differences. (FL)

Shows that mentally handicapped preschool children can learn to read words when word cards become tools for communicating their wishes. Indicates also that language skills improve and that these transfer to other situations. (FL)

Notes that recent research shows the significance of ownership of the writing process and explains how teachers can help students own the reading experience as well. (FL)

Points out that four theories underlie preschool reading programs, then provides a summary of practices in American preschools and day care programs, synthesizes research on preschool reading instruction, and offers seven suggestions to preschool educators. (FL)