Reviews the philosophy of the language experience approach to reading instruction and presents a condensation of a lesson that was developed in a basic reading class. (RB)

Suggests that informal word analysis inventories be used to determine a pupil's skill mastery level and, because of the flexibility of informal tests, that they are perhaps superior to standardized measures. (TO)

Reports that elementary school principals want to become more involved with reading programs in their schools. Shows also that they see their professional roles as more administrative than supervisory. (FL)

Offers an instructional strategy that could be adopted by teachers and modified to fit a variety of classroom reading situations: DIRP--demonstration, interaction, reclarification, and practice. (FL)

Assesses preservice teachers, student teachers, and cooperating teachers on their understanding of the foundations and applications of reading instruction. Concludes that extended, interactive periods of reading interventions and discussions combined with authentic reading experiences with children from diverse cultural backgrounds may increase…