Describes a technique that draws upon popular children's literature to help children learn more complex sentence structures through a sentence modeling cycle. Lists books that are appropriate for use with the technique. (FL)

Compares juvenile magazines and basal readers published in the 1960s with those published recently and concludes that the values exhibited in the publications are remarkably similar for the two time periods. Lists the values stressed in the publications. (FL)

Reviews research suggesting that there is no one method that is best for teaching sight words to every child. (FL)

Provides a guide for designing lessons for teaching content area reading in the elementary grades. (FL)

This second in a series of annotated bibliographies of books from and about Russia provides annotations for more than 70 books containing Russian folk and animal tales. (FL)

Offers suggestions from eight contributors, including (1) activities for speedy readers, (2) conducting a "reading roundup," (3) improving children's math vocabulary, (4) teaching syllabication, (5) displaying student work, and (6) ideas for parents of beginning readers. (FL)

Discusses three series of informational books that deal with animals: "Little Woodland Books,""Life Cycles," and "Skylight Books." (FL)

Summarizes ERIC documents offering suggestions for ways to conduct effective parent-teacher conferences. (FL)

Reviews a recent study showing that the degree to which teachers understand their students and themselves determines the appropriateness and sophistication of their classroom management program. (FL)

Presents a seven-step technique for teaching primary school students to recognize function words. Describes a method for eliciting parent help in the task and offers suggestions for review and follow-up activities. (FL)

Proposes the "say and write" method and the directed sentence reading method as ways of using language experience stories to develop children's sight vocabulary. (FL)

Reviews significant research into child Black English, describes some of the controversies raised by that research, and offers some implications for teaching suggested by the research. (FL)

Argues that English reading should not be introduced to a primary school student with a limited command of English until that child can comprehend the syntactic and semantic structures in the text. Discusses ways of assessing a child's level of English competence and the structural level of the reading material. (FL)

Reports research results showing that kindergarten children continue to progress in their knowledge about reading over summer vacations--without formal instruction. Contains a copy of the Letter and Word Reading Test, which was used in the study. (FL)

Describes a workshop on teaching comprehension that is organized in three parts: (1) instruction in comprehension tasks, (2) demonstration of the relationship of those tasks through exercises in logic, and (3) the classroom application of the tasks in content areas. (FL)