Reviews the work of Yale computer scientist Roger C. Schank in the area of reading instruction and offers five reasons why his model of computer reading should not be applied to the reading processes of children. (FL)

Describes an anticipation guide, a graphic organizer, and a study guide used by secondary level teachers to teach reading comprehension. Explains how to adapt them for use with younger children. (FL)

Outlines a technqiue for using books with predictable content with young children and lists several such books. (FL)

Argues that computers can be used by reading teachers in a number of ways, including (1) as a diagnostic test administrator, (2) as a target for student hostility, (3) as a "tutee" for poor readers, (4) as a conversationalist, (5) as an accuracy trainer, and (6) as a game partner. (FL)

Continues the chronicle of the development of a young reader. Details his growth in reading and interests in his third year. (FL)

Reviews recent research on the skill of drawing inferences in reading and concludes that inference drawing plays a major role in reading comprehension. Offers recommendations for teaching inference in the primary grades. (FL)

Describes an inner-city parent involvement program based on research showing that when parents provide extra reading instruction at home their children's reading performance improves. Reports on an evaluation of the program that showed significant reading achievement gains for children enrolled in it. (FL)

Describes a program designed to encourage children to write and publish their own books. Explains how the program has improved the writing and storytelling abilities of the children involved. (FL)

Defines Uninterrupted Sustained Silent Reading and explains the need for it, how to use it effectively, what to expect from it, and what to do if something goes wrong. (FL)

Annotates journal articles, ERIC documents, and books that provide ideas and activities for classroom teachers and supervisors who want to improve reading instruction for gifted students. (FL)

Concludes that for fourth and fifth grade students in compensatory reading programs, using test forms from a lower grade level and converting the scores might give a more reliable estimate of achievement. (FL)

Reviews the literature concerning oral reading fluency and offers six hypotheses about how beginning readers develop oral fluency and about strategies to help those who do not. (FL)

Six contributors suggest ways to (1) improve handwriting, (2) help children choose reading materials, (3) develop sight vocabulary, (4) use phonics with ESL learners, (5) use Uninterrupted Sustained Silent Reading, and (6) teach reading comprehension. (FL)

Reviews the Choose Your Own Adventure series designed by Bantam Books to engage children in reading and writing that is exciting and unusual. (FL)

Examines ERIC materials that discuss the integration of reading, writing, speaking, listening, and thinking skills. (FL)