States that many American children have difficulty learning to read (44% read below grade level). Explains the viewpoint of the phonics group and what those involved with whole language believe. Calls for dispassionate inquiry into how to raise reading levels, instead of the battle of the two methodologies as exists now. (PA)

Discusses two philosophies of reading instruction--the measurably stated objective philosophy and the idea-centered reading curriculum philosophy. Suggests that, whatever philosophy is used to teach reading, teachers need to guide each student to achieve optimally in reading and that individual differences in reading achievement need adequate…

Reviews the literature concerning the role of play therapy (particularly sandplay and nondirected play therapy) in the improvement of reading. Suggests that the role of play therapy is to support the child, encourage the child, and build self-esteem thus creating the optimal learning environment for reading improvement. (RS)

Assists teachers in improving the reading comprehension skills of students by using critical thinking strategies which can be integrated into the curriculum and adapted to many grade levels. Describes strategies grouped under microcomputer instruction, cooperative learning, and higher-order questions. Recommends that teachers integrate critical…

Shows several different approaches used by a middle school to improve reading. Discusses importance of instructional leadership to assist all students to become good readers. (RS)

Establishes the logical validity of instructional activities for teaching reading evaluatively. Supports the view that the 20 characteristics of literate students who read evaluatively were translated into valid instructional activities by experienced classroom teachers. (HB)

Argues that children can be encouraged to develop a lifelong devotion to books through the act of adults reading aloud to children. Considers why this strategy works and outlines better applications of it. Concludes that reading aloud to children has many benefits, especially when used in a literature-based approach. (HB)

Discusses the attributes of daily comic strips that make them an ideal media for use in reading and English courses. Presents information and readability analyses of various comic strips readily available to students and teachers. Argues that comic strips can be used effectively to build reading skills and processes. (HB)

Argues that students need to achieve meaning from content area reading. Claims that comprehension of reading materials must be in evidence. Discusses various procedures designed to assist students achieve meaningful reading experiences. (HB)

Considers the significant processes shared by the acts of reading and writing. Argues for the use of literary response to enhance the productivity of the reading-writing connections. Discusses literary reading and response and their potential pedagogical value in reading-writing activities. (HB)

Considers the effect that students' health status and the health conditions of the classroom might have on reading achievement. Provides a quick checklist by which teachers can measure these conditions. (HB)

Notes the California's Reading Task Force's heavy emphasis on phonemic awareness (PA) evaluation and training. Argues that although evidence shows that phonemic awareness will emerge by simply reading, California's school libraries--ranked near last in the nation--would require a massive commitment to rise to the task. Argues (in an ironic tone)…

Discusses briefly the process of comprehension. Argues that graphic organizers can be used as a practical tool while using basal readers, tapping into prior knowledge, cultivating active participation, and fostering an understanding of conceptual relationships, thus leading to a facilitation of comprehension. (SR)

Claims the United States must upgrade the literacy skills of its young people if it is to keep pace with changing job demands and global economic competition. Suggests that developing effective school reading programs is at the heart of any comprehensive plan for improving the adult literacy of American citizens. (NH)

Claims students can become better readers and writers by acquiring knowledge of the structure of the English language and developing skill in using the language. Discusses strategies for helping students to recognize five sentence patterns, and learn how to expand sentences. (NH)