Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)

Describes the shared book experience, which involves having a teacher enlarge a story book, place it on an easel where everyone can see it, and then read it aloud to students. Discusses the advantages and disadvantages of this technique. (FL)

Reconceptualizes the diagnosis of reading problems, suggesting that a focus on process, prior experience, and observation during assessment will permit a more valid evaluation of readers' abilities. (FL)

Describes a study demonstrating that it is possible to train primary grade children to generate questions for themselves while reading short stories, and that the process of generating questions will enhance comprehension. (FL)

Concludes that insertion and omission miscues made by either good or poor readers at instructional or frustration levels cause little syntactic and semantic distortion, and that, consequently, time spent coding and interpreting such miscues is probably wasted. (FL)

Presents a language arts unit designed to create bridges between the real world and the story in order to help children develop both social understanding and reading comprehension skills. (FL)

Describes a literature and film approach used with fifth and sixth grade students to develop their understanding of and appreciation for Native American culture. (FL)

Argues that bibliotherapy can be used to help children develop reading comprehension skill and to use that skill to understand their own personal and social development in a better way. Provides a list of books suitable for bibliotherapy. (FL)

Concludes that an ongoing, onsite, supervised inservice program providing regular diagnostic feedback to teachers doubled the reading comprehension gain scores of low SES Black intermediate-grade students from a large urban school district as compared to the gains of students whose teachers did not participate in program. (FL)

Concludes that while any of several types of remedial tutoring was successful with fourth grade remedial readers, children who were merely left in the regular classroom made equal gains. (FL)

Presents results of a research project concerning beginning reading instruction in 16 countries that use an alphabetic language system. (FL)

Four contributors offer tips on (1) creating an elementary school newspaper, (2) reading aloud to children, (3) using the newspaper in the classroom, and (4) using a multisensory approach to teach reading disabled students. (FL)

Reports on a study that examined which of four major components of word problem solving ability was currently keeping a student from solving word problems. Reviews two recent series of supplementary materials that show promise for helping teachers improve their students' problem interpretation. (FL)

Surveys the literature on learning style in an effort to help educators become more familiar with the concept. (FL)

Reviews research concerning the relationship between reading achievement and student leadership. (FL)