Considers some research evidence, and extracts from it strategies and techniques that could profitably be used in the classroom. (HOD)

Discusses the steps involved in and the preparation necessary for learning to read (decode) and to comprehend what is read. (JM)

Describes two models of childrens' literacy acquisition developed by research psychologists. Argues that these models make practical sense by embodying within them the notion that children use a combination of top-down and bottom-up processes to solve the problems of how to read. (RS)

Criticizes the "project" approach to reading instruction, where beginning reading students are supposed to learn the skills it takes to find out information for themselves by reading from sources. Points out that a large number of ill-defined skills which are not taught explicitly are required to sucessfully complete a project. (SKC)