Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

A research review of the relationship between children's oral language proficiency and the development of linguistic awareness and learning to read. (CM)

Responds to criticism about the method of "assisted reading" and clarifies the author's beliefs about using the method as the first method of instruction. (MKM)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

Describes a study of the visual discrimination abilities of children who varied in their ability to recognize words. Indicates that visual discrimination skills of the type needed to discriminate between single artificial graphemes do not seem essential for the word recognition aspect of reading. (TJ)

Two studies were conducted regarding the reading instruction of hearing impaired children. (Author/DLS)

Discusses two pilot studies which validated a "Language Experience Checklist." (DD)

Presents book reviews of "How to Manage Communications Problems in Young Children" (Kersner and Wright), "The First Years at School: Developing Teachers and Teaching (2nd Ed.)" (Anning), "The Teaching of Reading" (Riley), and "Starting from the Child? Teaching and Learning From 4 to 8" (Fisher). (KB)

Presents a five-step lesson to teach young children with disabilities to recognize and decode words by actively involving the children in rhythm and movement. The lesson's objectives are provided as well as step-by-step instructions. The lesson calls for students to engage in guided and individual practice. (CR)

Reprints an exemplary article published in this journal in 1955, which points out that phonics is only one part of a total reading program. Emphasizes the fact that meaning for the reader must be the essential part of all reading instruction. (SR)

Describes how kindergarten children in literature-based classrooms listen to stories again and again during shared readings by teachers, and then they pretend-read the stories on their own. Uses hierarchical regression to explore relationships among factors, such as one-to-one correspondence concepts and automaticity in letter name recognition.…

Describes the look/listen approach and the look/talk approach of the language experience method of early reading instruction. Suggests guidelines for early literacy development that integrate these approaches through the use of trained classroom volunteers. Identifies resources for implementing the integrated literacy approach. (KB)

Identifies inaccuracies and distortions in the research supporting the No Child Left Behind legislation, as well as in government documents and the National Reading Panel "Summary Booklet." Offers alternatives to the limitations of the Reading First initiative through five major sections. Presents 12 recommendations regarding Reading…

Presents annotations of 24 books for children and young adults that are about bears, events at school, and learning respect. Lists some books for younger children, books anchored in history, and books that address family. (SG)

Studied the impact of high (syntax and semantics) and low (graphemes) linguistic levels in the oral reading of running texts of 50 beginning readers in Sweden. The analysis reveals various strategies among the readers, both in the extent to which they were sensitive to higher linguistic levels and the extent to which they used particular…