Explores the possibilities for adapting the basal reader to the particular needs of the student or classroom as opposed to strict page by page study. (HTH)

Stresses the importance and benefits of children helping each other learn to read. Includes suggestions and guidelines to reading instructors for structuring peer-directed activities. (HTH)

Discusses recent research highlighting both the child's growth as a reflective language user and the school's capacity to enhance or hamper that growth. The research is concerned with the need for children eventually to use language in decontextualized ways, without the supporting context of visible or manipulable objects or actions. (HTH)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

Argues that the nature of science texts adopted in most schools is unscientific, static, linear, and nonparticipatory and offers children no connections between forms and forces, between observers and observed. Claims that through storytelling scientific knowledge can be kept alive for children. (NH)

Reviews several syntactic studies of children's reading comprehension and suggests teaching methods for promoting sentence comprehension in context. (DD)

Provides an update on the progress being made at the National Research Center on Literature Teaching and Learning. Discusses research-in-progress with teachers struggling to adapt their instruction to a response-based approach to reading literature. Presents a framework of optional strategies for teachers. (RS)

Describes the positive effects that interviewing classroom guests had on the reading and communication skills of first-grade children, offers observations about what happens to children and their language when they conduct interviews, and suggests guidelines for planning and directing an interviewing program. (ET)

A positive teacher attitude, supportive learning atmosphere, discussion of student experiences, varied reading opportunities, and extensive writing experiences are five factors indicated by research as significant in encouraging students to write. (HTH)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)

Discusses the effect of previous knowledge on reading comprehension. Suggests reading instruction methods that evoke the readers' experiences, or schemata, relevant to the material. (HTH)

Suggests that children learning English as a second language will profit more from interaction in meaningful situations with native speakers of English than from separate language instruction with other nonnative learners. (DD)

Presents and discusses an Interactional Competency Checklist as an effective approach to the evaluation of children's oral language competence. (DD)

Reviews research on (1) reader response theories; (2) innovative approaches to literature-based reading instruction; and (3) literary experiences and literary analysis presentations. Discusses teachers' concerns and success as they implement literature-based programs. Discusses challenges facing the literature-based reading revolution. (RS)

Reviews several studies from the ERIC system that deal with the relationship between listening and reading skills and suggests resources for teaching listening skills. (GT)