Shows that fingerspelling makes learning the task of separating the word into its parts fun as well as easier for some students. (FL)

Concludes that the PLAI is a unique test that can be very useful in assessing children's ability to deal with the language of instruction. (FL)

Concludes that there are advantages to both the theorists' and synthesizers' perspectives of progress. (FL)

Argues that teachers are the most important factor in the process of motivating children to read. Explains how teachers can model reading for their students. (FL)

Shows that a wide variety of textbook characteristics play a role in influencing teachers' selection process, and that some of these interact with teacher characteristics. (FL)

Argues that teacher-made worksheets built on basal reader stories can help students' make connections with the stories and provide them with practice of important comprehension skills. Suggests ways to make such sheets. (FL)

Describes how teachers can incorporate the use of comprehension monitoring activities into the guided reading phase of basal reading instruction. (FL)

Concludes that three experimental programs were more effective than traditional approaches in beginning reading instruction: (1) a literature program using special decoding strategies, (2) a literature program not using the special strategies, and (3) a traditional basal approach using the special decoding strategies. (FL)

Annotates 112 books selected by children as the best of those published in l986. (FL)

Concludes that the Bieger Test is thorough in the diagnosis of visual discrimination deficits. (FL)

Concludes that semantic maps do not work alone, but must be built in class during discussion of vocabulary. Shows that discussion alone works well for most students. (FL)

Concludes that poor readers benefit from a cooperative strategy that gives them practice toward fluency in a supportive situation. Explains how repeated reading works and offers a strategy for using it. (FL)

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Describes the activities in a first grade classroom in a small rural school district where reading instruction mirrors the kinds of reading done in the real world. (FL)

Discusses the fallacy in the Procrustean approach of fitting reading instruction to reading theory. (FL)