Most content area teachers face a common problem--students who cannot read their textbooks or who do so with difficulty. Before they can provide help for such students, teachers must first try to understand the reasons why the students have reading problems and then they must find some way to teach subject content and reading at the same time.…

Cites articles and research suggesting that the ability to learn to read is inherent within any normal child and recommends that teachers use strategies and materials relevant to the child rather than a prestructured reading program. (MM)

Selected recent research studies are reviewed under the following headings: (1) perception pretraining for reading, (2) hierarchical arrangement of reading skills, (3) comparisons of suggested sequences of different basal series, (4) code versus meaning emphasis in beginning reading, and (5) the relative effectiveness of methods involving…

Documented and detailed accounts of productive thinking and concept attainment provide the essence of this textbook intended for use by graduate students who are interested in the teaching of reading as a cognitive process. The first part of the book explains how the foundations of reading instruction are based on thinking. The second and third…

This book is intended for use as a textbook for college students, especially undergraduates, in courses on the foundations of reading instruction. The author's chief concern was to acquaint preservice and inservice teachers with a philosophy of reading instruction which explains reading as a thinking process. The book is divided into five parts.…