Describes experiences using portfolios in preservice reading/language arts methods courses, including portfolio development, values of the portfolio, transferring knowledge to practice, and future directions. (SR)

Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

Describes a step-by-step process for opening up the classroom to students in a way that will allow for both freedom and responsibility in reading instruction. (RB)

Discusses using index card improvisations to review story structure and characterization with eighth-grade students. Notes that students were quickly able to construct a story that their peers enjoyed. (RS)

Demonstrates the positive effect of a computer managed, individually prescribed learning program on the achievement of behaviorally disordered, delinquent adolescents. (RB)

Results of a questionnaire indicated interest in comic books or comic strips by both good and poor readers at all educational levels. Includes suggestions for activities using comic books and strips in the classroom. (MKM)

Describes the planning and preparation involved in an authors' week, where authors of children's books took part in school discussion groups. (MKM)

Describes ways to develop a strategy for using activity stations in reading and language arts. (RB)

Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)

Describes using portfolio assessment in a language arts methods course. Discusses purposes for portfolios, steps in preparing them, an interim review process, and portfolio evaluation. (SR)