Notes that few books dealing with computers are available for elementary school students. Provides an annotated list of the books that are available and makes suggestions for their use. (FL)

Discusses test-taking skills and their application to tests of reading achievement. Presents a rationale for teaching these skills, lists a comprehensive set of skills relevant to standardized reading tests, and offers suggestions for teaching the skills and helping children use them. (FL)

Reviews several studies showing that learning to type enhances children's language arts skills. Describes a program that successfully taught typing to elementary school children. (FL)

Offers guidelines for helping children produce their own alphabet books. (FL)

Notes that children who speak little or no English are often placed in regular classrooms without benefit of help from bilingual programs. Offers ideas classroom teachers can use in helping these children learn to read. (FL)

Describes a first grade teacher's typical day. Uses it to illustrate methods for integrating the teaching of the language arts. (FL)

Argues that while story grammar is useful in teaching students to analyze stories, teachers must be aware that a story grammar approach appropriate for stories written in the Western tradition may not match stories written in the traditions of other cultures. Uses Japanese folktales to illustrate the point. (FL)

Reviews the literature concerning informal reading inventories and discusses a number of issues related to them, including question choice, scoring criteria, and allowable miscues. Offers guidelines for constructing and using the inventories. (FL)

Describes an inservice technique that models for teachers how they can use the Directed Reading Thinking Activity to develop students' predictive strategies. (FL)

Five contributors suggest ways to (1) develop oral reading skills; (2) adapt the language experience approach for use with the mildly handicapped, slow learner; (3) conduct a "ditto-less day" in the classroom; (4) use microcomputers for reading comprehension; and (5) use LEA with basal readers. (FL)

Lists reading materials that can help students learn more about topics in which they are interested, learn to do new things, and entertain themselves. (FL)

Reviews the literature concerning cognitive style and its effects on reading. (FL)

Notes that there are no clear cut findings to be derived from research concerning the effects of television viewing on reading achievement. (FL)

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

Describes a writing program for sixth grade remedial students that was a reading program as well. Includes "how to" guidelines for successful process-conference instruction. (FL)