Suggests classroom activities to prepare students for reading. (DD)

Demonstrates through the writings of Gray, Shafer, Smith, and Goodman that although they use different terminology, there are greater similarities than differences in their points of view. (MKM)

Reviews research and informal experimentation on the use of the cloze procedure as an instructional tool to teach use of context. (MKM)

Analyzes information in the ERIC data base which concerns mastery learning and mastery testing with emphasis on the secondary school. (MKM)

Reviews recent ERIC documents which focus on the relationships between reading and writing and which suggest that the facilitating effects of one practice upon the other can be delineated through careful research. (HOD)

Discusses the range of response modes and formats associated with forms. (RS)

Discusses the dilemma concerning whether students should be taught specific knowledge or strategic knowledge. Focuses on E. D. Hirsch's position in his book "Dictionary of Cultural Literacy" and a synthesis position presented by David Perkins and Gavriel Salomon in several articles. Argues that students need both specific and strategic…

Considers two characteristics of forms: uses and functions and information sources/types. (RS)

Presents brief annotations of the 31 books chosen most often by middle, junior, and senior high school students. Notes that problem novels abound and that romantic fiction, sports, fantasy, science fiction, historical fiction, and nonfiction are included. (RS)

Reviews "Written Language Assessment" (WLA), a new standardized test to evaluate children's and adolescents' written language competence by having students write essays instead of answer multiple choice questions. Finds problems with the WLA in terms of interrater reliability. (RS)

Describes the Semantic Analysis to Writing (SAW) framework in which students engage in a modified semantic features analysis of thematic words in a story, identify specific story events that relate to the definition they are constructing, and organize the material for a written response by ranking the supporting evidence. (RS)

Delineates four ways of knowing history: (1) organizing events and people in a meaningful time frame and in a meaningful space frame; (2) interpreting by hypothesizing cause-effect and by generalizing about meaning; (3) interpreting by comparing events; and (4) cross-examining the accuracy and validity of purported "facts." Discusses instructional…

Discusses three major physiological or neurological areas in which learning problems originate: language deficits, visual processing deficits, and information processing deficits. Discusses remediation efforts. (RS)

Warns against tendencies in educational circles to make lists but not check them twice. Discusses Denny Taylor's "Learning Denied" and Bart Kosko's "Fuzzy Thinking: The New Science of Fuzzy Logic," as well as seven education articles. (SR)

Elucidates five guidelines to be considered by administrators and teachers as they cooperatively attempt to hire qualified reading professionals. Includes a checklist for the recruitment of qualified reading professionals. (SR)