Explores some of the story concepts evident in children's story retellings and story writings. (FL)

Notes that students' comprehension and interest increase when they talk about how to read, draw inferences, and answer inferential questions. (FL)

Argues that computer software designed for use in content areas also can be useful for reading instruction. (FL)

Notes that Nigerian children's literature, long neglected, is beginning to receive its due scholarly attention. Summarizes its characteristics and cites popular examples. (FL)

Notes that the Soviet Union has seen its own great debate about reading methods and that, in its most recent stage, linguistics and research have played a role. Reviews the development of reading instruction in that nation. (FL)

Suggests that, by adding LEA, individualized reading, and varied language arts activities to the basic reading program, teachers, helped by parent aids and peer tutors, can enliven reading instruction. (FL)

Reports on a study of the curriculum in six paired elementary schools in Los Angeles. Concludes that, if a school has low scores on inferential, interpretive reading, the cure is probably not to give students more of the basics but to develop their vocabularies and general knowledge by providing broad instruction in the content areas. (FL)

Provides, in chart form, information about basal reader series that can help teachers choose texts at appropriate difficulty levels. (FL)

Reviews the Kaufman Assessment Battery for Children, an individually administered test of intelligence and achievement. Finds it to be of high overall quality. (FL)

Reviews ERIC materials dealing with effective tutoring programs. (FL)

Discusses strategies involved in learning the languages used in technical areas. (FL)

Reports findings of a study of randomly selected Caldecott Award-winning books, suggesting that they can be used as a powerful resource for stimulating language development. Presents ideas for using the books in the classroom. (FL)

Establishes a developmental perspective for using caption books (picture books with short language captions closely related to simple pictures), then details how the books can be used in the classroom. (FL)

Notes that the terms "interest" and "preference" are often used interchangeably in reading research. Points out that both the sources and uses of data are clearer when the differences in the two terms are emphasized. (FL)

Describes the directed group reading technique used by a middle grades teacher in Japan to help her students get the most from a book. Explains how the technique not only allowed the students to acquire more knowledge, but also taught them how to study and think. (FL)