Examines research concerning the relationship of nutrition and learning and concludes that poorly nourished children are less likely than their well-nourished peers to achieve their academic potential. Outlines a course of action teachers can take to improve child nutrition. (FL)

Provides ideas for implementing the language experience approach with first-grade students. (FL)

One in a series of annotated bibliographies of English-language books that reflect ethnic and folk literatures from Eastern Europe. Includes annotations of 25 books, including several dealing with the experiences of immigrants in North America. (FL)

Nine contributors discuss: short-term grouping to improve reading performance, using picture books to inspire creative writing, writing musicals in the classroom, reading aloud to remedial readers using book boards to motivate readers, and other topics. (FL)

Discusses several ways teachers can use picture books for teaching prereading and reading skills. Reviews several such books. (FL)

Examines research concerning the effects of cultural expectations, school structure, and parent expectations on the reading attitudes and performance of boys and girls in different countries. (FL)

Reviews research showing that teachers can improve student reading behaviors through direct instruction and reinforcement. (FL)

Describes an inservice program designed to introduce elementary school teachers to good professional journals and to demonstrate to them methods of efficient and flexible reading of the journals so that they can find the most interesting ideas in a short period of time. (FL)

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)

A study of children's preferences in book format factors revealed that children are not as concerned with the eye appeal of materials as they are with order and a desire to avoid confusion when reading. Suggests that designers place illustrations at the top or bottom of a page. (FL)

Offers strategies that reading specialists can use to promote changes in school reading programs and in content area teachers' attitudes toward reading instruction. (FL)

Reports that the cooperation of the classroom teacher and the remedial reading teacher leads to more individualized instruction and better parent/teacher relationships in Finland. (FL)

Argues that letter and word reversals are a symptom of dyslexia because they reveal a child's lack of comprehension, but that they are not a symptom of some prior problem that is disrupting the reading process. (FL)

Describes a technique for assessing children's free recall that is simple and quick and also provides important information for the teacher. (FL)

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)