Analyzes six basal reading series and reveals that the number of "distant" stories--those with content that is not closely related to the reader's experience--increases with the age of the intended audience. (FL)

Reports that teaching educable mentally handicapped children to compare unknown words to words they already have in their sight vocabularies seems to improve their reading abilities. (FL)

Examines basic properties of selected orthographies of various languages and suggests that they play a crucial role in transferring reading ability across languages, especially if the language systems are quite different. (FL)

Proposes five "creative comprehension" strategies designed to challenge both gifted as well as average students. (FL)

Presents and discusses the resolution concerning reading material availability that was passed by delegates at the 1980 convention of the International Reading Association in response to pressures from special interest groups. (FL)

Argues that researchers and classroom teachers need not be adversaries and uses examples from the area of domain knowledge to demonstrate how teachers can adapt research findings to their reading lessons. (FL)

Notes that little research has been undertaken into the effects of anthropomorphism on children's reading and presents questions concerning the use of this device in beginning reading materials. (FL)

Suggestions from eight contributors include the following: how to use pattern books with beginning readers, how to develop a locally relevant basic sight word list, how to use learning styles in individualizing instruction, and how to personalize handouts. (FL)

Reviews several new easy-to-read books for beginning readers. (FL)

Distinguishes between computer assisted instruction and computer managed instruction and relates some of their applications to the reading classroom. (FL)

Reports that research in the field of teacher effectiveness is difficult because so many areas associated with it have not been analyzed. (FL)

Argues that teachers' instructional practices reflect their concepts of the reading process and that, therefore, it is important for them to operate from a sound theoretical view of reading. Suggests an interactive model and schema theory as the basis for such a theoretical view. (FL)

Discusses a prototype computer program designed to calculate readability levels and explains why such a program is needed. Calls for support from others who can assist in the program's development. (FL)

Presents theoretical assumptions and a practical guide to creating a reading program based on thematic units. (FL)

Offers suggestions for using children's literature in the classroom throughout the year. Includes suggestions for reading in the content areas of mathematics, art, music, and the language arts. (FL)