Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Reading teachers and specialists have a difficult task in determining which components need to be emphasized in a quality reading program. Vital goals need to be achieved, experiences and activities must capture learner interest, and sequence in learning and organization of subject matter must guide student integration of knowledge. The scope of…

Reading instruction is on the verge of a shift to a new paradigm that will be based on a new understanding of cognitive processes and will include five important tenets: (1) the best way to promote the emergence of reading behavior is to use interesting story books; (2) the primary cause of reading problems is too much instruction, too much…

This final evaluation report of the Burrillville Reading Observes Necessary Communication Objectives and Skills (BRONCOS) project, a Right to Read program in Burrillville, Rhode Island, summarizes the results for each of the project's four general and ten specific objectives and describes the activities that have been carried out to accomplish…

The Success in Reading and Writing Program used in the District of Columbia Public Schools in 1985-86 is described and evaluated. The program, used in pre-kindergarten through sixth grade, employed a variety of materials, as well as the students' own writing. Instruction lasted approximately 2.5 hours each school day. The program connected reading…