Offers suggestions from eight contributors, including (1) activities for speedy readers, (2) conducting a "reading roundup," (3) improving children's math vocabulary, (4) teaching syllabication, (5) displaying student work, and (6) ideas for parents of beginning readers. (FL)

Presents suggestions from five contributors including how to develop middle school students' library skills, teaching early reading through materials from a fast food restaurant chain, and ways to conduct student evaluation of teachers. (FL)

Reviewed theoretical and empirical work in phonological recoding, concluding that phonological representation is used to aid comprehension and suggesting that decoding graphemic information into a phonological form is important for early readers. Asserts that future research should examine differences in the use of visual versus phonological…

Considers the role of oral language in reading and its implications for the primary grades teacher. Provides a number of activities that integrate reading, speaking, listening, and writing. (FL)

Concludes that training in oral language skills may be critical to improving the reading performance of beginning readers. (FL)

Reviews four current approaches to play behavior of young children and concludes that using forms of play such as puppets and body action movements to rehearse story content is effective in aiding aural language comprehension and recall in young children. (FL)

Transcriptions of a teacher using the "look and say" method of teaching reading to her beginners grade are analyzed. Methodological problems are identified and related to the children's view of the reading process and to their views of themselves as learners. The language experience approach is also discussed. (Author/KC)

Reviews the 1886 reading research findings of J. McK. Cattell, and their confirmation by E. B. Huey in 1908; points to considerations that militate against accepting the Cattell/Huey evidence on word recognition processes as support for pedagogical practice. (GT)

Reviews the literature on the native language approach and the direct method of reading instruction for bilingual children in several countries. (MKM)

Discusses the relationship between children's knowledge of their language and the process of reading, along with some implications for teachers. (MP)

Presents a stage-structure analysis of reading applicable to any method of reading a teacher might choose to use. (Author/MP)

To investigate reasoning capacities involved in learning to read, a Test of Multiple Seriation (from Piaget) was developed. Problems of a test used by Lunzer and Dolan are discussed. Results showed that word recognition and reading comprehension at age nine correlate significantly with multiple seriation, independent of IQ. (Editor/SJL)

Reports on a study that examined the predictive power of five specific prereading skills tests for first-grade reading achievement and assessed their value as indicators of reading readiness. (FL)

Describes instruction that has proven effective in teaching Black children to read. (MKM)

Suggests that giving non-English speaking children positive experiences with literature may help them want to learn to read. Includes an annotated bibliography. (MKM)