Suggests ways to teach reading skills in context by drawing students' attention to general text elements, such as semantics, syntactics, graphophonics, print conventions, and creativity. (MM)

Reports on a study in which elementary level students evaluated rewards commonly used to encourage recreational reading. Finds that the most popular rewards allow students more flexibility and independence. (MM)

Details a lesson which facilitates the transition from writing narrative prose to writing more difficult expository structures by engaging students in writing a research report on a fantasy animal they create. (MM)

Outlines the procedure for "Comprehension Court," a discussion model for building inferential skills and strategies at the elementary level. Provides a sample "Comprehension Court Evidence Sheet." (MM)

Examines current research concerning various instructional approaches for introducing print related concepts to preschool children. Discusses the nature of preschool literacy skills in light of research findings. Concludes that a whole language approach enhances initial print concepts and develops analytical reading related skills. (MM)

Discusses the Language Experience Approach and process writing, two methods which approach reading and writing as active processes, stressing communication and meaning. Asserts that these methods are compatible and shows how they can be combined and incorporated into kindergarten and primary level classes. (MM)

Describes curriculum based measurement (CBM), a procedure which rank orders students based on the number of correct words per minute read from three basal passages. Emphasizes that this procedure is efficient in forming reading groups and monitoring students' progress. (MM)

Reviews several studies which support the success of a literature-based approach to literacy with various types of students (limited English speakers, developmental readers, remedial readers, etc.). Describes several common elements found in different literature-based programs, including the use of natural text, reading aloud, and sustained silent…

Describes how a shared poetry exercise, combining whole language experiences with process writing techniques, motivates remedial readers. Notes that this technique helps remedial readers achieve success in writing, build sight and meaning vocabularies, and improve reading fluency. (MM)

Argues that confirming reading predictions emphasizes supporting evidence, while refuting predictions reinforces positive patterns of logic and scientific inquiry. Shows how teachers can change questions of confirmation to questions of refutation, using question examples about the story "Old Ben Bailey Meets His Match." (MM)

Examines the advantages and disadvantages of peer tutoring and Paired Reading, a program of structured pair-work between children with different reading abilities. Claims these methods have great potential for cooperative learning, and emphasizes that good organization by the teacher is essential. (MM)

Asserts that students' reading comprehension is enhanced by sharing personal text interpretations through social interaction in the reading classroom. Presents three lessons which encourage sharing and extending text comprehension by exploring text meaning through art; by developing a Readers Theatre script; and by shifting question-asking…

Summarizes research findings on repeated readings (RR), noting that rereading is a proven instructional tool. Suggests three ways to incorporate RR into a reading program: direct instruction; use of learning centers; and cooperative learning strategies. Includes procedural guidelines for implementing RR activities. (MM)

Explains how a comparison portfolio can illustrate a student's progress by contrasting performances from the beginning and end of the school year. Notes that the portfolio should include standardized test scores, informal assessments, student writing samples, voluntary reading program reports, self assessments, and samples of class reading…

Asserts that the language experience approach and invented spelling can be used to teach writing and reading in kindergarten. Notes that this approach takes advantage of children's enthusiasm for sharing stories, and individualizes literacy development. (MM)