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)

Identifies commonly experienced obstacles on the road to literacy and discusses ways in which teachers can assist their students to act in a more "self-determined" manner when confronting these challenges. Describes strategies for promoting more active problem solving by students in both regular and special education classrooms. (RS)

Describes the use of a wordless picture book with a second and fifth grader and demonstrates its usefulness in the language arts classroom. (RS)

Notes that using the visual arts enables students to gain better eye-hand coordination, visual representation skills, communicate ideas, and deeper understanding of the process of discovery. Considers how each of these areas contributes to the development of thinking, creating, problem solving and expressing thoughts through symbols. (SG)

Explores a particular case that sheds light on the complex issue of preventing and ameliorating children's reluctance to write. Discusses the authors' initial involvement in a case and describes follow-up interventions, including the use of reading to spark writing. Hopes to heighten researchers' and educators' awareness of the problem and…

Notes that reading teachers can incorporate a balanced approach to teaching word identification by linking learning objectives (state mandated in many areas) to authentic literature and accommodations for learning differences. Begins with the desired objective followed by a suggested instructional procedure, a specific example, three appropriate…

Motivates teachers to apply several recommended techniques designed to improve communications within the context of studying mathematics. Suggests that mathematics teachers should help teachers of language arts courses, such as reading-in-the-content-area, by providing subject-specific examples and instructional techniques. Notes that these…

Notes that the Title I Program at the Upper Darby School District (located on the western boarder of Philadelphia, Pennsylvania) created the T.O.A.S.T. (Title One After School Tutorial) program from the need for extended learning time and opportunities to assist struggling young readers. Concludes that students increased their sight word…

Provides an analysis of reading and content area subject improvement through music instruction and examines the issue of teaching music in today's schools. Argues numerous benefits and advantages derive from music instruction. Discusses the use of music to increase cognitive development. Examines the benefits of music in curriculum areas such as…

Discusses how a mother's efforts to encourage her children to read in English as a foreign language were not successful until she allowed the children to select their own reading. Concludes that self-selected reading resulted in clear improvements in attitudes toward English reading and obvious gains in English competence. (SG)

Focuses on one elementary school/university partnership as a successful example of an America Reads partnership for a variety of reasons. Notes that this partnership exemplified much more than an "business as usual" attitude. Explores the types of "best practices" occurring on a daily basis, especially as they related to…

Presents suggestions for making reading instruction exciting and creative both for students and teachers. Describes the creative reading environment, ways the teacher may foster creativity as a result of reading, and ideas for developing creativity based on reading. Lists 20 creative reading activities. (MG)

Shares ways in which teachers who use a basal reading series can go beyond the manual and integrate the whole language approach into the language arts program. (MG)

Presents a useful technique for helping meet individual student needs and improving reading comprehension. Examines how literature can be used, through the bibliotherapeutic technique, with collaborative groups to facilitate the total development of children. (MG)

Argues that reading aloud by students is a useful and necessary skill. Discusses the various purposes, types, and amounts of oral reading needed for effective reading instruction in the elementary classroom. (MG)