Reviews research concerning the characteristics and behaviors of teachers who are effective classroom managers. (FL)

Describes a four-step language experience approach activity that is an effective aid in teaching Standard English language forms to dialect speakers while maintaining the integrity of the pupil's dialect. (FL)

Explains the differences between talking books, taped books, and books and tapes and explains how each should be used with elementary school children. (FL)

Argues that the standards for formulating comprehension questions do not take into account the differences between written and spoken language. Introduces mutuality-enhancing devices as a way to improve oral comprehension questioning. (FL)

Notes that contemporary poets are writing sensitive and imaginative poetry that offers children insights into life and fun. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Provides several types of prereading activities that combine into one strategy stressing vocabulary, oral language development, and prediction. (FL)

Discusses the language experience approach (LEA) to teaching reading and offers suggestions for six types of LEA stories: student selected, class shared, shape, patterned, written dialogue, and directed language teaching. (FL)

Suggests that incorporating content area words into the weekly spelling routine by means of the S2RAT technique will challenge high ability students while encouraging those of low ability. (FL)

Describes a summer remedial reading program for first-grade students. Includes discussions of the activities and strategies used to promote comprehension, fluency, and vocabulary development. (FL)

Provides sources of information for (1) the rationale and theory for integrating the arts and reading instruction, (2) practical suggestions to combine reading and the arts, (3) the results of research that investigated the integration of reading with the arts. (FL)

Sets forth procedures teachers can use to help children detect racial, sexual, and social class bias in their reading materials. (FL)

Defines metacognition, discusses its importance in reading, and provides suggestions for its development. (FL)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Discusses the critical relationships among play, learning to read, and early reading achievement. Gives examples of kindergarten play activities that nurture the ability to read, including painting, playing with lettered blocks, movement activities, sociodramatic play, and field trips. (FL)