Provides examples of word play that reading teachers can use to reinforce a variety of skills. (FL)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Reports that story grammar seems to be more useful for teachers than for students. (FL)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Uses the case study reported in "GYNS AT WRK" to illustrate the five stages of development that children go through in learning to spell. Explains what is involved in each stage and what a teacher can do to help. (FL)

Describes a hierarchical summary procedure that directs students' attention to the organization of ideas in content area textbook selections. Explains how the procedure helps students to improve their comprehension and recall and to write better organized compositions. (FL)

Describes children's literature suitable for young Hispanic students as well as English-speaking readers who want to learn Spanish. (FL)

Explains how students can learn to write reports based on encyclopedia information without resorting to copying or becoming bored. (FL)

Suggests activities for teaching students to put story events in the proper sequence when they read and write. (FL)

Offers suggestions from five contributors dealing with word games, the teacher's role in reading instruction, running and reading comprehension, video games and Rubik's Cube and photoessays. (FL)

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Reviews ERIC materials dealing with the issue of grade repetition. (FL)

Looks at a linguistic study that investigated children's communicative competence within the classroom setting. (FL)

Annotates approximately 40 children's books that deal with Cajun themes. (FL)

Argues that children's books that deal with science concepts can help young children make a distinction between what is real and what is imaginary. Annotates a number of fiction books that can be used for this purpose. (FL)