Annotates 108 titles chosen by children as the best of 1984. (FL)

Argues that if a testing situation is not similar to situations in which a child regularly performs linguistically, the test's ecological validity is compromised and its results must be viewed skeptically. (FL)

Concludes that the Brigance Screen is a well-organized criterion-referenced test designed to assist in the early identification of individuals who need further testing. (FL)

Offers strategies to use when students are not able to achieve a high level of accuracy in story reading. (FL)

Offers suggestions on using underlining as a strategy to help students identify key concepts. (FL)

Notes that neurolinguistic programing, recently introduced in education, helps teachers analyze and overcome barriers to student achievement in reading. Presents applications and implications of the concept. (FL)

Reviews theories on cognition and perception as they relate to language and the arts and presents research supporting an arts-centered curriculum as beneficial to language and reading development. (FL)

Argues that songs, by their very nature, appeal to children and that the use of picture books with song lyrics can play a special role in reading instruction for all types of learners. (FL)

Points out that overcoming illiteracy among females in Nepal requires overcoming cultural bias as well. Describes a program designed especially for young girls with no schooling. (FL)

Provides suggestions for ways that teachers can capitalize on the popularity of movable--or pop up--books. Contains a list of such books. (FL)

Provides a system for evaluating both the quality and the appropriateness of the placement and instructional tests that accompany basal reading series. (FL)

Outlines a five-day sequence for implementing the language experience approach (LEA) and addresses questions commonly asked by primary grade teachers after they have tried to use LEA to teach reading. (FL)

Notes research showing that narration and opinion writing are two different crafts and that children differentiate between the two when they write. (FL)

Presents a checklist that was created so that parents, teachers, and others could obtain from vision specialists information necessary to ameliorate learning conditions efficiently. (FL)

Discusses a type of vision problem that is hard to detect because it may be intermittent. Suggests that the problem may be the cause of some children's difficulties in school. (FL)