Describes Cuba's preschool reading readiness program, which emphasizes phonemic analysis. (AEA)

Shows how the reader-response approach can provide interesting and meaningful ways of teaching literature in a second language. Illustrates its use in teaching a short story in an English reading class for engineering students in Malaysia. (SR)

Describes the phonic/analytic/syntactic method used for teaching reading in grades one through four in Cuba. (AEA)

Describes the activities used by a teacher of English as a second language in Japan, including summarization and storytelling. (HTH)

Discusses methods of reading instruction in Ethiopia where only ten percent of school age children are ever enrolled in schools. (MKM)

Reports on a study conducted in Hong Kong with adult readers indicating that highly educated Chinese/English readers used phonological encoding, but that less-educated Chinese-only readers did not. Speculates on the reasons why. (FL)

A series of Danish studies suggests that a great deal of prequestioning before students read may adversely affect students' reading processes. (DD)

Posits several reasons why the majority of Greek children learn to read well in spite of problems faced by the Greek educational system. (AEA)

Presents four teaching suggestions: a thinking twist on the multiple-choice question; building active readers through debate; two-column response to literature; and motivating a soldier to form a reading habit. (SR)

Reviews secondary school reading research in reading comprehension, vocabulary development, reading interests and habits, textbooks, teaching procedures, and reading in content areas published between 1959 and 1988 in Nigeria. Looks at Nigerian research results from a global perspective. Suggests areas for future research. (RS)

Describes the plight of junior high students in Japan who are apparently too concerned with doing well in the content areas to engage in leisure reading. (MKM)