Describes the rationale for The Informal Reading-Language Test, then presents the test. (FL)

Reviews research offering the teacher a different perspective from which to view beginning reading and provides a strong justification for activities normally thought to be less than academic. (Author/MP)

Establishes a developmental perspective for using caption books (picture books with short language captions closely related to simple pictures), then details how the books can be used in the classroom. (FL)

Describes the three methods of teaching reading commonly used in Italy: the natural method, the phonic syllabic method, and the global method. (FL)

Presents results of a research project concerning beginning reading instruction in 16 countries that use an alphabetic language system. (FL)

Describes an instructional technique for expanding children's vocabulary that embodies the principle that learning involves relating new experiences to what is already known. (FL)

Examines the development of knowledge of orthographic structure among beginning readers by testing their ability to discern which word in a pair looked most like a word. (HOD)

Presents a seven-step technique for teaching primary school students to recognize function words. Describes a method for eliciting parent help in the task and offers suggestions for review and follow-up activities. (FL)

Provides an alternative explanation of the divergent findings appearing in the literature on conceptual tempo and reading acquisition. (HOD)

Examples of comprehension activities are presented in the areas of: context clues, literal comprehension, recall of details, main ideas, maps and charts, interpretive comprehension, sequence, and evaluative comprehension. This article is one of four in this issue comprising the Teacher's Reading Seminar 1979. (SJL)