Describes a contest in which students competed for book prizes. (FL)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

Describes a program initiated in East Germany in l962 to identify and remediate specific reading disabilities in elementary school children. Compares aspects of the program with those of programs in other nations. (FL)

Describes the current situation in phonics instruction, citing recent studies supporting its effectiveness. (FL)

Finds that kindergarteners in schools where children tend to succeed owned far more books and were read to at home far more often than were children in less successful schools. (FL)

Notes the existence of a collection of computer-readable files containing misspellings of English words, which is now available to researchers from the Oxford Text Archive in England. Describes the content of the collection. (FL)

Examines the progress libraries have made in establishing literacy programs and looks at the efforts of several specific library systems. (FL)

Poses the question of whether reading researchers should acknowledge that different definitions of reading are really geometries, each with its own set of theorems and means of validating its hypotheses. (FL)

Explores the literary connection between writers and readers by offering examples from the work of the writers and the responses of their readers. (HOD)

Argues that for a child to respond to a teacher, whether by reading, talking, writing, constructing a village, or painting a drama backdrop, the child must relate, remember, relearn, monitor, problem-solve, and do all those other mental activities that help humans adapt and create new solutions. (HOD)

Describes the uses and benefits of reciprocal teaching, a strategy that promotes both comprehension of text and comprehension monitoring. (HOD)

Describes semantic mapping, an effective strategy for vocabulary instruction that involves the categorical structuring of information in graphic form and requires students to relate new words to their own experience and prior knowledge. (HOD)

Argues that children need to be taught how to extract, synthesize, organize, and integrate important information from texts into their own knowledge structures and describes some techniques that can be used to activate prior knowledge. (HOD)

Views the classroom teacher's role as collaborator in research and as individual scholar from a historical perspective, considers some of the values and shortcomings in these trends, and suggests some projects in the language arts that may be of interest to the teacher scholar. (HOD)

Describes some of the activities teacher researchers are doing in their classrooms, focusing on ways they use language, literature, and literacy activities to examine their students' development as well as their own growth. Also outlines ways teachers organize and analyze their observations in an effort to make them somewhat systematic. (HOD)