Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)

Notes that researchers have generated multiple theories as to why students learn to read better when they tutor others. Surveys several options, then concludes that the answer may lie in the amount of time spent on task in tutoring. (FL)

Provides an analysis of answers to a questionnaire completed by educators in 14 countries showing that they are responding flexibly to differing needs and new legislation affecting their schools. (FL)

Observations of third- and fourth-grade classroom reading lessons revealed not only that text-related reading comprehension was seldom taught, but also that a coordinated or topically organized sequence of text reading instruction was rare. (FL)

Contributors offer suggestions concerning (1) reading aloud with children, (2) community involvement in the reading program, (3) a method for combining the neurological impress method with the directed reading activity, and (4) a technique for structuring instruction. (FL)

Reviews a number of beginning reading materials that can be used in improving children's reading skills in a variety of content areas. (FL)

Uses data from the ERIC system to review the practice of sustained silent reading. (FL)

Traces the beginnings of reading research back to Socrates. (FL)

Describes how expository text structure can be taught to students in fifth through ninth grades by using an adapted version of a process developed by McGee and Richgels. Contains daily lesson plans. (FL)

Notes that current American basal series have integrated Hispanics into their materials, with eight of nine important aspects of Hispanic ethnicity represented. Concludes that these series offer teachers fine opportunities for enrichment activities. (FL)

Concludes that modified standard reading inventories may be made more useful for assessing the specific abilities and needs of disabled readers. Offers suggestions for making modifications. (FL)

Explains how read-aloud sessions can be developed in ways that help children deal with common concerns. Offers an example. (FL)

Concludes that standardized tests do not always reflect children's actual reading achievement and that the tests may not measure performance on the same types of material emphasized in basal series. (FL)

Focuses on the selection and evaluation of courseware for use with a reading program. Gives examples of courseware to support the ideas presented, together with a sample checklist for software evaluation. (FL)

Describes research that examines the specific behaviors of mothers sharing books with their infants in order to ascertain the associations that exist between specific maternal reading behaviors and infants' intellectual development. (FL)