Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)

Argues that there is more to background experience than general knowledge--that concepts of print, language, story structue, and of reading's usefulness are equally important in developing early reading skills. (FL)

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Indicates that the format and use of the informal reading inventory need to be modified in order to address recent research findings of schema theory, text analysis, and metacognition. (FL)