A first grade teacher relates various techniques, based on her knowledge of linguistics, which she uses to teach reading and language awareness; illustrated. (RD)

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Examines children's attraction to rhythm and rhyme of nursery rhymes and how these factors affect literacy. Discusses the connection between rhyme and reading and spelling acquisition. (HTH)

Reviews research showing that children beginning to read are often confused by the task. Suggests that this confusion is the result of factors both in the home and at school and calls for research that would identify those factors. (FL)

Reveals that only three structures--confrontation, episodic, and plotless--accounted for 87 percent of the story selections in six basal reader series. (FL)

Reports that reading instruction in Taiwan resembles the approach taken in North America and involves basal readers and integrated language arts activities. (FL)

Reviews the problems of bilingual education in the primary grades in the Philippines and concludes that most of them arise from graphic interference between the first language of the country, Pilipino, and English, the second language. (FL)

Reports research results showing that kindergarten children continue to progress in their knowledge about reading over summer vacations--without formal instruction. Contains a copy of the Letter and Word Reading Test, which was used in the study. (FL)

Contains suggestions from eight contributors regarding: (1) reading comprehension in beginning readers, (2) a directed spelling/thinking activity, (3) a marathon reading activity, (4) creative dramatics, (5) constructing a reading diagnosis package, (6) increasing parent involvement in the reading program, (7) vocabulary development, and (8) word…

Presents an example of one five-year-old child's efforts to learn to read. Concludes that teachers can make learning to read easier by knowing the interests of their students and by providing them with books and other materials that stimulate those interests. (FL)

Describes the elements and application of a teacher-made performance-based assessment tool for teachers of beginning readers or nonreaders. A sample performance assessment checklist is included. (HTH)