Cafone, Harold

Cramer, Ronald

English

Cramer, Ron

Cafone, Hal

Scholarworks@GVSU

Michigan Reading Journal Volume 4 Issue 2 Article 5 May 1970 Main Ideas and Important Details Ron Cramer Hal Cafone Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cramer, Ron and Cafone, Hal (1970) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 4 : Iss. 2 , Article 5. Available at: https://scholarworks.gvsu.edu/mrj/vol4/iss2/5 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. MAIN IDEAS AND IMPORTANT DETAILS At the recent IRA Convention in Anaheim, California, one could not help but be awed by the plethora of materials, programs, kits, gadgets and equipment of-fered for sale by the exhibitors. Teachers were scurrying about snatching free literature, plead-ing for free copies, and lugging huge shopping bags full of loot back to their hotel rooms. The scene w~ sometimes amusing but more often . sad and de-pressing. One cannot help but be impressed with the vigor and the sincerity with which teachers seek new tools to make their teaching more effective. On the other hand it saddens one to realize that teachers are still look-ing outward for salvation when they ought to be looking inward. The dynamics which will rev-olutionize teaching effectiveness are not to be found in the out-ward world~ When real change comes in the teaching professipn it will not be in the form of new materials and programs or in-novative methods and equipment. Rather, significant change will only come when teachers start Ron Cramer Associate Professor of Education Hal Cafone Associate Professor of Education looking inwards - when teachers realize that they are in charge of their own destiny. Why are we regaling you with this little homily? Just to remind you and ourselves that this col-umn only serves a useful purpose to those teachers who are thought-ful enough to strive for that ability to look inward to their own resources, talents, humor, inventiveness, genius, persistence, love, generosity, and intelligence, in order to become more effective teachers. Sorry to say that--snatch-ing literature from exhibitors tables at Conventions doesn't make it. Teachers who have used In-formal Reading Inventories in their work will enjoy reading, "Dilemmas in Informal Assess-ments," by Frank Guszak, Ele-mentary English, May, 1970. While Guszak 's discussion doesn't provide any answers to the dif-ficulties he describes, he does manage to cogently outline the problems teachers .face. Know-ing clearly the nature of the problem we face in diagnosis will certainly make us more cautious 37 -and modest about the application of traditional t.echniques and hopefully open out minds to the possibility of devising · better di-agnostic instruments and meth-ods. . Teaching Reading As A Lan-guage Experience, by Mary Anne Hall, is a handy paperback for the t.eacher who wants to try the Language Experience Approach to reading instruction. The book is concise and precise and does a good job of explaining the pro-cedures for developing reading experiences drawn frolll childrens language. Also included are thoughtful applications of lan-guage experience t.echniques for the disadvantaged. The book may be obtained from the Charles Merrill Co., 1300 Alum Creek Drive, Columbus, Ohio 43216. Cost is $1.95. Incidentally, you may find these other publications by Merrill worth adding to your _ ;,rofessional collection: 1. Locating and Correcting Reading Difficulties- Eldon Ekwall . 2. Handbook in Corrective Reading - Basic Tasks -Ruth Gallant · 3. Phonics for the Teaching of Reading - Marion Hull A new edition of the Johnson, Sickles, and Sayers Anthology of Children's L,it.erature has just been published by Houghton-Mifflin. A format similar to that used in earlier editions has been em-ployed but portions of newer books and newer artists illus-trations are included. Poems by modem poets help to up-dat.e the anthology. This anthology may be considered a valuable aid but it includes few pieces of lit.erature creat.ed by blacks even though quality selection could have been made. Only Connect: Readings on Children's Lit.erature is an ex-cellant collection of essays about children and their literature. The book is published by Oxford University Press and is edit.ed by Egoff, Stubbs and Ashley. This is a volume that t.eachers who are seriously int.erest.ed in children's literature will find stimulating and exciting. Ever thil•k you'd like to writ.e children's books? If you have ever given the idea serious thought, you ~ould read Eleanor Cameron's book The Green and Burning Tree: On the Writing and Enjoyment of Children's Books. The author talks about the craft of writing including how she formed her lit.erary tast.e and style and expertly explores the worlds of fantasy that authors like Andersen, C.S. Lewis and Lewis· Carroll have crea~d. Her best known book is The Wonder-ful flight to the Mushroom Planet. 38 -

Main Ideas and Important Details

Michigan Reading Journal Volume 2 Issue 3 Article 6 October 1968 Main Ideas and Important Details Ronald Cramer Harold Cafone Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cramer, Ronald and Cafone, Harold (1968) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 2 : Iss. 3 , Article 6. Available at: https://scholarworks.gvsu.edu/mrj/vol2/iss3/6 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. ?,taut, 'Jdea4 eued 'Jmfto'ttaHt Z'etaiU by Ronald Cramer and Harold Cafone Oakland University (Editor's note: This is the second of a continuing series of reports on new materials for and about reading instruction.) Those responsible for the hniques, and corrective and re-development and improvement medial aspects of reading in the of reading programs at the sec- secondary schools included in ondary level will be interested this book of readings. in ten Syracuse University films and the lesson plans that ac-company them. These materials are the basis for a 15 session in-service course on teaching read-ing in the secondary schools and were created by Early, Herber, and Sheldon of the Reading and Language Arts Center of the School of Education. For fur-ther infortnation on rental fees and costs of lesson plans write to: The Center for Instructional Communications., School of Ed-ucation, Syracuse University, 121 College Place, Syracuse, New York 13210 A useful book of reading that could be used in conj unction with the above-mentioned films, has been published by the Inter-national Re·aading Association. It offers reading on the various aspects of Developing High School Reading Programs. Com-piled by Mildred Dawson, the book is a series of articles from other IRA publications concern-ed with the initiating and ad-minis,terin.g of reading programs at the secondary level. Articles on the nature of a development-al re,ading program, initiating and organizing a high school reading program, the reading curriculum, procedures and tee-58 Should the Syracuse Films and the IRA publication give rise to questions calling for further reading, a very com-prehensive annotated bibliogra-phy on reading in the secondary schooJs has been published by the Bureau of Education Re-search, College of Education, New Mexico Stat€ University, Las Cruces, New Mexico. This bibliography with close to 1,000 entries can be purchased for $2.25. Reading teachers who have used the Nila B. Smith, Be a Better Reader series, pub-lished by Prentice-Hall, should be aware that three new books have been added to the series. Designed to develop reading skills in literature, history and geography, science, and mathe-matics at the junior-senior high school level, the series is now more valuable for the new books are easier reading than the sixth grade reading level of Book I. Once again the National Society for the Study of Educa-tion has devoted one of its year-books to reading. Innovation and Change in Reading Instruc-tion, published in February, 1968 surveys new developments and changes in the field since the publication of the 1961 year-book. The articles d e,al with current concepts of reading, in-novations in reading instruc-tions at various levels, diagnosis and remedial instruction, organ-izational patterns of sehools and classrooms and other relevant topics. Reading teachers at all levels will be pleased to note that Tinker and McCullough have published the third edition of their basic text Tea.ching Elementary Reading. Distrib-uted by Appleton - Century -Crofts, the 1968 revision is ex-tensive and new chapters have been adcred s:>n linguistics and psychological considerations in reading, beginning reading, and special problems. Also, the au-thors note that "Greater atten-tion is given to cognitive and linguistic skills underlying com-prehension and interpretation." All too often untrained teachers and "tutors" are util-ized in compensatory reading programs both in and out of the public schools. With this thought in mind, Lillian Pope has written a paperback, Guidelines to Tea-ching Remedial Reading t'O the Disadvantaged, published by Faculty Press Incorporated, 1449-37th Street, Brooklyn, New York, 11218. This "little" book is a practical guide for the un-initiated and thus senres a use--ful function. Readings in Reading, edit-ed by D. G. Schubert and T. L. Torgerson and published by Crowell is somewhat unique in that it looks to the past as well 59 as the present in an attempt to give the ever busy teacher un-derstandings of practice, theory and research in reading. Each of the eleven sections of the book has an introduction with basic questions to guide the reader. All of the footnotes and references in the original art-icles have been kept for those who wish to read further on a specific topic. The International Read-ing Association has been pub-lishing new materials at an as-tonishing rate. The latest three are volumes of the proceedings of the twelfth annual conven-tion. The major volume, Forging Ahead in Reading, is over 600 pages long and contains papers presented at the Seattle confer-ence in 1967. These papers deal with a wide variety of topics in teaching reading at all grade levels from kindergarten to col-lege. A second volume, A Dec-ade of Innovations: Approaches to Beginning Reading, was de-signed to inform teachers of the different approaches to begin-ning reading, to present opinion and research related to these aP-proaches, and to give reactions of discussants to the presenta-tions. Ivory, Apes, and Peacocks: The Literature Point of View, offers, opinions and evidence about appreciation and selection of literature in reading instruc-tion, as well as various pro-grams and projects in this• area. The Montana Reading Clinic Publications•, 517 Rimrock Road in Billings, Montana, has published a 1968 edition of C. H. Gilliand's Materials for Re-medial Reading and Their Use. This softback has lists of books, workbooks, kits, games and lab-oratories. that are available from the various publishers. Wher-ever possible, reading and inter-est level is given and the names and address.es of publishers of reading materials appear in the appendix. In addition, Gilliand gives detailed plans for making tachistoscopes and offers sug-gestions for the use of tape re-corders a,nd overhead projectors in remedial instruction. Cost of the publication is approximately $3.00. Elementary school read-ing teachers might find Arnold Cheyney's Teaching Cultural-ly Disadvantaged in the Elemen-tary School, a useful paperback. A good deal of the material in this book is related to the teach-ing of reading. Witness chapter titles such as: "Language Dev-elopment." "Receptive Skills (Reading, Listening)" and "Ex-pressive Skills (Speaking, Writ-ing) ... , The basic purpose of the book as stated by the author is " ... to help teachers of the cult-urally disadvantaged become aware of the underlying posit-ives of the disadvantaged which can be utilized as a foundation for instructional method." MEMBERSHIP APPLICATION MICHIGAN READING ASSOCIATION Name----------- ---- - - --------------------------- - -----Address --------------------------- - - -------------------City ---------------- -------- State ------------ Zip ___ _________ _ Position _____________ ______ ______ Phone ____ __ _________ _ School ______________________ School Address __ __ _____ __________ _ City------ ---------- ---- ---- State ___ ______ ___ _ Zip _____ _______ • MEMBERSHIP YEAR 1968--69 - Check One MRA Dues: $2.00 - New Member - Renewal - Check # MAIL TO: Sybil Michener, Treasurer *Required for mailing Michigan Reading Association MRA Journal P.O. Box 665 Flint, Michigan 60 

Michigan Reading Journal Volume 6 Issue 3 Article 5 October 1972 Main Ideas and Important Details Hal Cafone Ron Cramer Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cafone, Hal and Cramer, Ron (1972) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 6 : Iss. 3 , Article 5. Available at: https://scholarworks.gvsu.edu/mrj/vol6/iss3/5 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. MAIN IDEAS AND IMPORTANT DETAILS. By Hal Cafone Ron Cramer As the demand for "account-ability" grows, the writers of this column thought it necessary to refer our readers to various sources of information on that controversial topic. Entire issues of educational journals have been devoted to account-ability in one form or another. For example, see the December, 1970, issue of the Phi Delta Kappan as well as the Fall, 1971, volume of the Journal of Research and Development in Education. For those in need of bibliographies, write to ERIC/CRIER Clearinghouse on Reading, 200 Pine Hall, Bloomington, Indiana, 47401, for "Accountability" by Saretsky, Blanton and Laffey or refer to Audiovisual Instruction, May, 1971, where Roger Domjahn has compiled an "Annotated Bibliography on Ac-countability", pp. 93-101. More recently, the June, 1972, issue of Phi Delta Kappan has two interesting articles you may want to read. "The Many Faces of Educational Accountability" by Gene Glass delves into the meaning of accountability and discusses six ( 6) activities (perform-ance contracting and behavioral objec-tives among them) currently associated with it. The second article by Rosen-shine and McGraw, "Issues in Assess-ing Teacher Accountability in Public Education", focuses on outcome ac-countability, which refers to changes that take place in the student, and transaction accountability, which in-cludes assessment of teacher-student interaction and use of teaching mat-erials in the learning situation. Warning· 57 the readers about our inadequate information on education, the authors decry the fact that "Now, we are seeking to assign responsibilities and to hold people accountable when we lack adequate instruments to measure im-portant aspects of student growth and are unable to specify precisely the processes which lead to growth." Other voices have been raised concerning the lack of adequate evaluative instruments. Stephen Klein's article in the January, 1971, issue of Evaluation Comments (Vol. 2, No. 4) from the Center for the Study of Evaluation at the University of California at Los Angeles, entitled "The Uses and Limitations of Stand-ardized Tests in Meeting the Demands For Accountability" points out four such inadequacies: ( 1) likelihood of poor overlap between the test's and school's objectives and the priorities associated with these objectives, (2) inappropriate test designs and formats for the target populations, (3) difficult and confusing test instructions and administration procedures that intro-duce irrelevant facts into a student's score, and (4) low test validity in the sense that the tests do not really assess the kinds of student's skills and abilities that their titles imply they do. Perhaps the most interesting writing on the topic was done recently by Allen Berger in "Performance Contracting and Educational Account-ability: Past, Present, and Future," in the April, 1972, issue of Elements. He points out that " ... performance contracting is not a unique concept, for nearly one hundred years ago a similar idea involving payments by results was put into practice in Canada, the only essential difference being that the payments went to schools rather than commercial firms and many of the current concerns (e.g., teaching for the test, etc.) were present then." What was the effect of this practice in the Province of Ontario? Berger quotes from Phillip's The Development of Education in Canada, "The effect was, of course, to narrow all school effort to the cramming of content most likely to be tested in the subjects prescribed for examination. The system also caused teachers to concentrate on the average and slightly below average pupils, with whom their efforts would pay divi-dends through a larger percentage of passes, and to neglect other students -the bright because they would pass anyway, and the dull because they were hopeless or at best a poor risk in terms of expenditure of time. But payment by results undoubtedly did lash both teachers and pupils to work harder at drill and review in order to avoid failure." However, " ... there was a storm of protest against the sacrifice of all other educational values for the attainment of this end. In 1883 payment by results was abandoned in the province." Berger wonders" ... whether the State of Michigan knows what hap-pened in the Province of Ontario. For the state ... has now linked its share of 'federal compensatory funds ($23 million) to student achievement gains as measured by standardized tests' ." (Ron Cramer and Hal Cafone are on the faculty at Oakland University.) 58 

Cramer, Ronald L

Michigan Reading Journal Volume 6 Issue 1 Article 7 January 1972 Main Ideas and Important Details Ronald L. Cramer Hal Cafone Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cramer, Ronald L. and Cafone, Hal (1972) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 6 : Iss. 1 , Article 7. Available at: https://scholarworks.gvsu.edu/mrj/vol6/iss1/7 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. Main Ideas and Important Details By Ronald L. Cramer and Hal Cafone The International Reading Associ-ation (6 Tyre Ave., Newark, Delaware 19711) has recently published several books which will be of interest to some of you: Meeting Individual Needs in Read-ing edited by Helen Smith is a compilation of articles ranging from discussions of classroom organization to strategies for improving remedial reading. A number of these papers are very practical and would be helpful to classroom teachers. Improving Reading Ability Around the World edited by Bracken & Malmquist. This book resulted from papers presented at the World Congress on Reading held in Sydney, Australia in 1970. The papers cover research, developmental reading, read-ing problems and challenges for the future. This book is worth the time of graduate students in reading, reading consultants and college teachers of reading. Parents and Reading edited by Carl Smith is a book which resulted from the first joint conference between the IRA and The National Congress of Parents and Teachers. The papers presented deal sp·ecifically with issues and concerns related to the role of parents and the home in reading• instruction. It is an excellent book that will be very useful for teachers and parents. Frequently, serious students of reading need to know what the literature of research in reading says on a particular topic. A massive and excellent effort edited by Frederick B. Davis entitled The Literature of Research in Reading with Emphasis on Models, is now available. This can be obtained by writing to Martin Kling, Graduate School of Education, Rut-gers, The State University, New Brunswick, New Jersey - Cost $22.00. This report is an excellent synthesis of the significant research in language development, reading models, begin-ning reading instruction, the reading process and learning to read. No serious student of reading can afford to be without this excellent resource. Classroom teachers who have aides or parent volunteers in their class-rooms are often in need of some ideas to help them in training the classroom volunteer. A very handy booklet can be obtained from the Teachers College Press called Guidebook for the Volunteer Reading Teacher. The booklet covers many of the intro-ductory things an aide needs to know, as well as suggested activities for children. 15 Poetry and the Child by Flora J. Amstein (Dove Publications, Inc., New York) and Poetic Composition Through the Grades by Robert Wolsch (Teachers College Press, Teachers College, Columbia University) are both worthwhile books if you are interested in getting children to write poetry. "Incidental teaching, alone, tends to become accidental teaching," say Dale, O'Rourke and Bamman in their new book Techniques of Teaching Vocabulary (published by Field Educational Publications, 1971). Speaking specifically of vocabulary development, the authors have de-signed a rather thorough and sys-tematic approach, based on extensive research, for teachers. Their reader will find the full gamut from diagnostic testing to methods for teaching. The National Society for the Study of Education plans to tackle a variety of issues each year in addition to their Yearbooks. The first in the series contains five (5) paperbacks that may be of interest to Michigan teachers: Farewell to Schools??? by Levine & Havighurst Accountability in Education by Lessinger and Tyler Pygmalion Reconsidered by Elo-shoff and Snow Reactions to Silberman 's Crisis in the Classroom by Passow Models for Integrated Education by Levin IRA now has a new publication in its Reading Aids Series. Teaching Reading Skills through the Newspaper by Arnold Chevney offers the ways and means of teaching reading skills through the various and sundry sections of daily newspapers. A recent Canadian publication which will be most useful to American teachers working with adolescents and adults is an extensive Annotative Bibliography: Adult Basic Education. This book is an enormous source of information for instructional mate-16 rials. The authors have indeed accomplished their aim of trying " ... to make this the most compre-hensive listing possible, in one volume, of works of instructbn and works of reference on Adult Basic Education". The reading teacher faced with mature youngsters with reading deficiencies will find many useful entrees directing them toward instructional materials at an adult interest level but written at low readability levels. Ken and Yetta Goodman have compiled an annotated bibliography entitled Linguistics, Psycholinguistics, and the Teaching of Reading. It is an excellent resource dealing with the application of linguistics and psycho-linguistics to reading and reading instruction. The works cited have been carefully screened and represent most of the best works currently available in this area. A similar annotated bibliography by Louis Zuck and Yetta Goodman, Social Class and Regional Dialects: Their Relationship to Read-ing, is also available. The listings should be useful to anyone interested in the issues of dialect and reading. Both of the publications are available from the IRA. (Ronald Cramer and Hal Cafone are on the staff at Oakland University) ~ The I Michigan Heading Journal NON-PROFIT ORG. I I MARYGROVECOLLEGE U.S.POSTAGE i DETROIT, MICHIGAN 48221 PAID I ' Detroit, Michigan Permit No. 4211 I 1, --~ I : ,,_..._. - - -·-· r: 1 I' I, Edna rownsend I I R. 2 Middleville, MI 49333 l THIRD CLASS ...... -r •. -~ ... I MAil I ! I: -

Michigan Reading Journal Volume 10 Issue 1 Article 7 January 1976 Main Ideas and Important Details Hal Cafone Ron Cramer Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cafone, Hal and Cramer, Ron (1976) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 10 : Iss. 1 , Article 7. Available at: https://scholarworks.gvsu.edu/mrj/vol10/iss1/7 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. MAIN IDEAS AND IMPORTANT DETAILS by Hal Cafone and Ron Cramer, Oakland University A useful book containing 4 72 read-ing activities is available in its second edition: Reading Activities For Child Involvement by Evelyn Spache, Allyn and Bacon, Inc., Boston, Mass. The book includes activities in reading readiness, word recognition, language development, vocabulary, and study skills. An especially useful feature is the cross index which makes it easy to locate specific activities. The book contains an assortment of brief des-criptions of activities along with help-ful illustrations in key places. The NCTE Committee on Class-room Practices in Teaching English has just released a book on children's writing. It consists of a series of articles covering topics such as: Getting the Writer started, Find a Subject, De-veloping Point of View, Sharpening Technique, Writing to Clarify Values, and Exploring Writing Systems. The articles tend to be well written and practical. The book is titled, On Right-ing Writing by Ouida Clapp (ed.) and is published by the National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801. Other books recently published on reading instruction include: Teaching Young Children to Read (2nd edition) by Delores Durkin; Creative Teaching of Reading in the Elementary School, (2nd edition) by James Smith; Elemen-tary Reading Instruction: Selected Materials, (2nd edition) by Althea Berry, Thomas Barrett and William Powell. These three books are pub-lished by Allyn and Bacon Inc., Bos-ton, Mass. The Reading Process: The Teacher and the Learner, by Miles Zintz pub-lished by Wm. C. Brown Co. Pub-lishers, Dubuque, Iowa is a vastly im-11 proved second edition of this basic text. The reader will find explorations of a broad range of topics such as parent-teacher cooperation, interaction analysis, teaching the gifted and the retarded, and teaching reading to the bilingual child. However, the book seems more of a compilation of infor-mation on these separate topics rather than an interweaving and synthesis of ideas. In short, the book reads more like an encyclopedia than a text, a book of readings rather than a syn-thesis and distillation of important ideas into a unified message on the reading process. Perhaps this synthesis will occur in the third edition. Until then the readers of this "book" must be content with the range of ideas not usually found in a single text on the· teaching of reading. Faced with a problem, the ideal teacher-learner looks for what others have written about the problem as a first step toward solution. To help with this problem solving process the International Reading Association has published another pamphlet in the Reading Aids series. Searching the Pro-fessional Literature in Reading by John Curry and William Morris will help demystify the ERIC retrieval system and aid the neophyte in learning how reading information is organized. The increased interest in improving high school reading makes the revised annotated bibliography, Reading In The Content Fields by Lee Fay and Lee Ann Jared an important source for secondary school teachers and administrators. This pamphlet is a good first step in identifying important read-ings on fusing the teaching of a subject with the skills of reading. The pam-phlet can be obtained from the Inter-national Reading Association, Newark, Delaware 19711. Most of the materials mentioned in this column have been recently published. Occasionally we are remind-ed that some of the best materials on language arts instruction were publish-ed years ago. We were reminded of this recently when we came upon Creative Power: The Education of Youth in the Creative Arts by Hughes Mearns. It is one of the finest books ever published on children's writing. It was first published in 1929 and has been reprinted many times over the years. You won't find a more informa-tive or enjoyable book. Mearns des-cribes a teaching philosophy that is sensible and sensitive. Few books have had the seminal influence of Creative Power. Here are a few quotes to give you a feel for the author's outlook on children and writing: It is not enough to discern a native gift; it must be enticed out again and again. It needs exercise in an atmos-phere of approval. Above all it must be protected against the annihilating effect of social condemnation. The important thing is to expose children to a multiplicity of activities and interests, so that their inherent gifts will have as many chances as possible to show themselves. Approval is a powerful stimulant to the forces of self education. Good teaching is not solely the business of instructing; it is also the art of influencing another. Primarily, it is the job of uncovering and enlarg-ing native gifts of insight, feeling, and thinking. From the editor: Readers of the JOURNAL have inquired about "Promising Practices." Have you seen this Department of Education publication which was mailed to local districts -Locally Identified PROMISING EDUCATIONAL PRACTICES 1975 Experimental and Demonstration Center Program Box 420 / Lansing, Michigan 48902 Michigan Department of Education .=.= .. =.·.·.= .. t.=.= .. ==·=·=·=·=·=·=·=·=·=·=r.: ..... = ... ..... = ........ ·.·.= ....... t .......... , ............. =.::··=·=·=·=·=·=·=·=·=·=·· 12 

Michigan Reading Journal Volume 7 Issue 3 Article 8 October 1973 Main Ideas and Important Details Hal Cafone Ronald Cramer Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cafone, Hal and Cramer, Ronald (1973) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 7 : Iss. 3 , Article 8. Available at: https://scholarworks.gvsu.edu/mrj/vol7/iss3/8 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. Main Ideas and Important Details by Hal Cafone and Ronald Cramer What makes teachers persist in the notion that children who read poorly think poorly? Of course, many teach-ers are aware that this idea is largely a fiction. Still, some teachers cling to this myth. A second grade lowest group reader made this astonishingly sensitive remark to a visitor: "I've got a problem. I want to grow up to be a scientist, but I can't get out of Rainbows." (Rainbows is a first grade reading book.) There is no way of knowing all the thinking and feeling that led to this clear analysis of a problem. Can you imagine this young boy seeing himself growing up and still struggling in his first reader. Can you imagine the pain and frustration of his thwarted ambitions? If you can still be touched by the innocence and sincerity of his remarks you're a teach-er. If you can't should you be a teacher? Someone has said that, "You can't buy a reading program." However, true that may be the fact remains that many teachers and administrators are trying their best to invalidate the premise. Lest we be accused of failing to side with the angels on this ques-tion a brief homily is unavoidable. The materials and books listed below are useful only to the extent that they change the teacher and through her effect the classroom program. Charles Merrill Publishing Company is publishing a series of books edited by Arthur Heilman. One of the more interesting of this group is entitled Teaching The Language Different Child To Read by Carmen A. O'Brien. Chapter six of this book describes a reading program for the "Language-20 Different Culture-Different Child," O'Brien contends in this chapter that ". . . the language experience ap-proach comes closer to implementing scientific linguistic principles than many of the other so called linguistic reading programs." She's right, of course, but her overall understanding of language experience approach leaves much to be desired. This is a worth-while book. Allyn and Bacon have released the second edition of Elementary Reading Instruction: Selected Materials by Berry, Barrett and Powell. The selec-tions are up to date and excellent. This book is sponsored by IRA. Merrill has also published an an-thology series called Mainstream Books for secondary children reading below grade level. The five books in the series have a good selection of stories. The Freedom Books by Bill Martin, Jr., published by Bowmar are an excel-lent series of trade books. They are primarily appropriate for upper ele-mentary and secondary children. These books are among the best illustrated trade books on the market. Many of these books are very well suited to patterning and innovating on the theme. We have used several of them very successfully for stimulating creative writing at all grade lelvels. Child Language and Education by Courtney Cozden, published by Holt, Rinehart and Winston is a book worth owning. It's technical and scholarly and the author has not neglected to consider the educational implications of her scholarship. Do you have an idea, book, or a set of materials you'd like to share with other teachers? If so let us know and we'll be glad to mention it in this column. Send your letter to Ron Cramer, School of Education, Oakland University, Rochester, Michigan 48063. TO: THE MICHIGAN READING JOURNAL FROM: Beverly Chamberlain IRA State Chairman ''HAPPENINGS"from the State Chairman Hello, again! It seems good to greet you as your state chairman ( or chairperson, if you prefer) after three years of attending other MRA duties. With pleasure I can announce that our ranks of local councils are swell-ing. Two new councils are gaining our attention. Marquette-Alger, located in the up-per peninsula, got off to a rousing start with a two day conference, planned for October 26 and 27. Co-sponsors for the conference are Nor-them Michigan University and the Marquette-Alger Intermediate School District. Berrien County held an enthusiastic organizational meeting on October 11. Elaine Weckler acted as temporary chairman. They are working to re-ceive their charter soon. Margaret Van Wyke from Ottawa Council attended the Berrien County meeting to give her neighbors a help-ing hand. Thank you, Marg. Congratulations to both councils. Council presidents please note: We have HANDBOOKS available to a&sist you in running a successful council. If you have not received your copy, please contact me. 21 We have received word from Head-quarters that Certificates of Merit may be obtained, if you would like to provide such an honor to someone who has made an outstanding contri-bution to reading council activities. This might be a nice "happening" for your final meeting of the year. I will provide certificates to councils as they are requested. There is no charge. Financial aid is now available to new councils to help them finance programs. Again, details and applica-tion forms will be sent by "yours truly" on request. Did you know that IRA board members have been provided with travel funds for the purpose of visit-ing local councils? If you would like to invite a board member to attend your council meeting, write directly to IRA Headquarters for more infor-mation. In closing, let me say that I hope to visit several councils again this year. It is one of my favorite activities. Have a good year. Mrs. Beverly Chamberlain 2120 Pauline Boulevard Apt. 305 Ann Arbor, Michigan 48103 

Michigan Reading Journal Volume 8 Issue 3 Article 7 October 1974 Main Ideas and Important Details Ronald Cramer Harold Cafone Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cramer, Ronald and Cafone, Harold (1974) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 8 : Iss. 3 , Article 7. Available at: https://scholarworks.gvsu.edu/mrj/vol8/iss3/7 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. Main Ideas and Important Details by Ronald Cramer and Harold Cafone Readers of this column might well be interested in a publication of Educa-tional Products Information Exchange (EPIE), 463 West Street, New York, New York, entitled Selecting and Evaluating Beginning Reading Materials - A How-To Handbook (number 62/62). This report was developed under the direction of David Elliot and offers an interesting exercise for groups of teachers, administrators, and others who find themselves called upon to purchase materials for beginning reading. Such a group would attempt to make their choice by going through the following steps: 1. Read a brief annotated his-torical review of the improve-ment of reading from 1955 to 1974. Try to relate the information to their school's past and current attempts at dealing with the language arts component of their curricu-lum. 2. Compare their approach to materials selection and read-ing curriculum with a frame-work of instructional design that includes (a) goals and objectives of instruction (b) content and learning activities to be presented ( c) methods to be used (d) utilization of assessment techniques. 3. Identify what appears to be the faculty view on reading instruction. (Here the hand-book offers a checklist to help with that identification). mg mstiuction. (Here a set of guidelines for materials analy-sis is provided). The process described above offers a valuable procedure for what is a most important area of decision-making in any school system. Another EPIE Report: Number 64, might well be considered a companion volume to -the handbook already des-cribed. This volume reports an analy-sis of 76 commercial programs, kits and other materials. It is an interesting and useful product, but the process described previously will no doubt be more useful and important. Both of these books can be obtained from EPIE at a cost of $40. The field of education has long been afflicted, as has been psychology; with the problems of labels. Remem-ber "strephosymbolia"? Does "Chorei-form Syndrome" strike a responsive note? Currently, the writers of this column hear "perceptual cripple" a great deal. Perhaps that will account for the attention that will no doubt be given to M. Frostig's (coauthored with P. Maslow) book, Learning Problems in the CTassroom, published by Grune and Stratton, New York: 1973. There are problems with this book. For example, the reader gets the feel-ing he is reading a series of summaries that oftentime seem unrelated to what has just past and what is about to come. The first section includes a chap-ter on causation, another on applica-tions of neurophysiological research, and a third on teaching the economic-4. Read a discussion of reading materials and identify the im-plications of what they have discovered in the first three steps above for the selection and use of materials for read-, ally disadvantaged child. It's not diffi-cult to understand why these are simply labeled "Part I". There are other shortcomings in this book, but they may be overcome by an overall emphasis which is important. This is 57 summarized in the foreword to the book in the following quote: "In a rather specific way, this particular book signifies a shift in strategy and approach that has been taking place in the last decade. Originally many of these investiga-tors focused on the training of specific mental functions and con-centrated on such issues as visual perception problems, or attentional difficulties. T_here now is emerging a broader perspective of the child with learning problems. Instead of a specific deficit and the design of specific exercises to deal with that deficit, the child and his total developmental status are being re-viewed. His overall motivation and social environment are reviewed and included in the planning." If all of this sounds familiar, it may be that you've been reading books such as Strang's Diagnostic Teaching of Reading. We welcome, once again, the 1975 MRA CONFERENCE APRIL 13, 14, and 15 Grand Rapids, Michigan THEME: Models of Teaching Reading Major Speakers: Or. Bruce Joyce Visiting Professor, Stanford Cen-ter for Research and Develop-ment in Teaching; Professor, Teachers College, Columbia Uni-versity Dr. Harold Shane University Professor of Educa-tion, Indiana University Dr. Doris Johnson Professor, Northwestern Univer-sity Ms. Charlotte Brooks American University, Washington D.C. 58 notion of the "whole child". If you have already purchased the book, note carefully the change in philosophy. The International Reading Associa-tion is currently offering three new items for its membership. Measuring Reading Performance, edited by Blan--ton and others is issue-oriented with six papers on current testing topics. Among these topics are criterion-referenced tests, and reading tests for the disadvantage. Creative Reading for Gifted Learners, edited by M. Labuda includes articles on the rationale for concern in this area, materials and resources, and suggestions for meeting unique needs. The third volume of interest is the Reading Research Quar-terly 's (Volume IX) annual summary of investigations relating to reading. Once again, the majority of studies reported are in the areas of the phy-siology and psychology of reading and in the teaching of reading. REMINDER Pay annual Membership Dues by December 31, 1974 Manuscripts, materials for review, and other potential contents for The MRA Journal may be sent to Diana Umstattd, Editor, Saginaw Board of Education, 550 Millard St., Saginaw, 48607. Deadline for consideration in Winter Issue, is January 10, 1975. 

Michigan Reading Journal Volume 3 Issue 3 Article 6 October 1969 Main Ideas and Important Details Ronald Cramer Harold Cafone Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cramer, Ronald and Cafone, Harold (1969) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 3 : Iss. 3 , Article 6. Available at: https://scholarworks.gvsu.edu/mrj/vol3/iss3/6 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. That one of the ultimate goals of teaching is to develop critical readers is never challenged. However, it often seems that critical reading is left to the upper grade teachers to devel-op. Therefore the two latest vol-umes in the IRA Reading Aids series are most welcome: Critical Reading Develops Early by Lee, Bingham, and Woelfel and Teach-ing Critical Reading at the Prim-ary Level by Stauffer and Cramer. The former offers sug-gestions as to how preschool and primary teachers can ''. . . help the child develop an attitude of evaluation of ideas in the course of his early listening, speaking, reading, and writing activities." The latter book develops the rationale for a Directed Reading. Thinking Activity and then gives illustrations of this activity in first and third grade classes. More and more attention is being focused on adult literacy as a national problem. Evidence of this is seen in the 1960 census which indicates that 2 3 million American adults never went beyond elementary school. The IRA has recognized and met the need for information in this area by publishing the 11th book in their Perspectives Series, Strate-gies for Adult Basic Education. The book consists of a series of papers edited by J. Mangano, which surveys programs methods and materials in this area. by Ronald Cramer Harold Cafone Another volume in the Slow Learner Series, edited by Kephart, has recently come to our attention. Reading and Learning Disabilities by Kaluger and Kolson focuses the diagnosis and correction of reading prob-lems. The beginning chapters draw from other disciplines to deal with the learning process as well as the reading process. Couple the above volume with Reading Disabilities, Selec-tions of Indentification and Treatment, a book of readings by Harold Newman. The unique aspect of Mr. Newman's book of readings is the inclusion of lesson plans in the appendix. Some seventy (70) pages of specific techniques to aid the poor reader, originally published by the New York City Board of Education cover a variety of topics, in-cluding reading lessons for the functional non-reader and social studies skills lesson plans. IRA 's new Target Series was developed with an idea toward getting the results of research in-to the hands of educators con-cerned with reading difficulties. Four books in the series have already been published and are directed toward the teacher, the reading specialist, the principal and other administrators. The books provide specific informa-tion revelant to the responsibili-es each of these groups has in the treatment of reading dif-ficulties. -54-The Center for Applied Linguistics has published its fourth book in their Urban Lan-guage Series and it's a very im-portant book indeed. Teaching Black Children to Read is a book of readings, edited by J. Baratz and R. Shuy, dealing with the failure of public schools to teach black children to read. However, the authors point out "It (the book) is, however, not concerned with remediation; rather its focus is on literacy ... Not remedia-tion but how to teach reading is the issue here." Anyone wh ...... reads this book carefully will be impressed with the wealth of linguistic information on dialect divergence. A serious reader might also be depressed when he discovers how very seldom and inadequately the authors of the various papers actually address themselves to their major concern various papers actually address themselves to their major con-cern - how to teach reading to black children. Goodman's paper, "Dialect Barriers to Reading Com-prehension," is a notable ex-ception. The IRA has recently pub-lished its thirteenth volume of the proceedings of their annual con-ference. There is much hardly worth your attention, but you will find certain sections extremely worthwhile. A unique format makes it particularly in-triguing. Every major topic in-cludes a general statement fol-lowed in each instance by a pro and con opinion on the topic. You will find, for instance, some very thoughtful arguments for and against Linguistic Approaches to Reading, IT A, Basal Reader Programs, Programmed Instruc-tion, Research in Reading, Speed Reading, and so on. Another book of Readings on Reading has recently been com piled by Alfred Benter, John Dlabal and Leonard Kise and published by the International Textbook Com-pany, of Screnton, Pennsylvania. The authors have selected some outstanding articles and have organized the major sections to cover most of the traditional as well as some recent issues and concerns in reading instruction. -55-

Michigan Reading Journal Volume 6 Issue 2 Article 6 May 1972 Main Ideas and Important Details Hal Cafone Ron Cramer Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cafone, Hal and Cramer, Ron (1972) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 6 : Iss. 2 , Article 6. Available at: https://scholarworks.gvsu.edu/mrj/vol6/iss2/6 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. Main Ideas and Important Details by Hal Cafone and Ron Cramer One of the temptations for the writers of this column is to occasionally write a few sentences about some aspect of language arts instruction. Yielding to this tempta-tion we open this column with a brief homily on the values of creative writing. Why should creative· writing interest reading teachers? Writing is the reciprocal of reading. No other language arts skill has a more direct impact upon the extension and refinement of reading ability. This alone would be reason enough, we suspect, to emphasize writing as a logical extension of a well balanced reading program. But creative writing has another equally significant pur-pose. A good writing program has therapeutic benefits. One of the general functions of language is to serve as a vehicle for the emotional needs of the normally developing personality. Most com-monly these needs are expressed through oral language functions. A baby cries when hungry, frightened or angry. A boy shouts when happy, playful or angry. A young man or woman talks about his love in life. The full range of emotions is expressed in our use of oral language. Writing is merely a case of extending the repertoire of release mechanisms for personality expression. In writing the product becomes permanent. You can look at it carefully, examine it minutely, lay it down and pick it up one year later, compare it with past performance, criticize it severely, admire it grossly. Oral language ( unless recorded) has no such permanent quality. It is a funeral. Once the words are spoken they cannot be retracted, revised, or even remembered for very long. Thus while oral language serves the immediate need for emotional release, it does not serve the long range needs that writing, because of its permanent character, provides. Trans-lating one's experience into written form opens the doorway to the inner self and consequently gives the writer insight into his own personality. This experience, while often pleasant, may sometimes be painful. Writing serves at least two basic needs of children. First it is a channel for self-expression and secondly, it serves the functional need to com-municate our ideas. The latter purpose is widely recognized as a legitimate concern of teachers. The former is widely touted as the legitimate concern of teachers but is less frequently recognized. We, as reading teachers, seek to foster the development of wholesome personality. Writing can and should become one of the means for developing full and fulfilled personal-ities. Children can gain, through their writings, a release from anger and tension while at the same time discovering a wellspring of joy and pleasure through writing. Those of us who attended the IRA Convention in Detroit could not, help being amazed, and a little dismayed, at the plethora of materials available to reading teachers. Some of the new textbooks and materials on reading instruction are quite good - a few are excellent. On the other hand, much of what we saw reminded us of what a friend of ours is fond of calling, "Instant Do-It-Yourself Dyslexia Kits." Following are descriptions of a few items that may be· of interest: Holt, Rinehart and Winston has published a revised edition of Bill Martin's Sounds of Language series. The illustrations and designs are better than the originals ( and they were excellent) and the teachers editions are greatly improved. 35 Merrill has published the third edition of Arthur Heilman's Principles and Practices of Teaching Reading. This is a good general textbook on reading instruction. A useful chapter on, "The Culturally Different Child As a Learner," by Ruby Thompson has been added. Heilman has also co-authored, with Elizabeth Holmes, a handy little book with the intriguing title, Smuggling Language Into the Teaching of Reading. The book consists of various types of language activities useful for developing ex-panded word meanings, critical read-ing, study skills, intonation and dramatization. Some of the activities are good examples of language activities that should be smuggled out of the classroom but for the most part classroom teachers will find these activities welcome additions to their repertoire of useful language activities· for classroom use. IRA has three recent publications whose titles are sufficiently trust-worthy to enable the reader to determine whether further examina-tion is warranted. They are: Reading, Children's Books, and Our Pluralistic Society, Harold Taynzer and Jean Karl, editors; Some Persistent Ques-tions On Beginning Reading, Robert Aukerman, editor; Reading Tests for the Secondary Grades, William Blanton, Roger Farr and J. Jaap Tuinman, editors. The latter book could be extremely useful for Reading Consultants and Specialists in Second-ary Sdhools since the book contains reviews of fourteen widely used Reading Achievement Tests. Merrill has published a new book entitled Dyslexia in the Classroom by Dale R. Jordan in which the author sketches · the "Three Faces of Dyslexia." Somehow when one reads the book the impression is gained that a more apt title would have been the "Three Faces of Ignorance." (Ron Cramer and Hal Cafone are on the faculty at Oakland University.) 36 

Michigan Reading Journal Volume 9 Issue 3 Article 9 October 1975 Main Ideas and Important Details Harold Cafone Ronald Cramer Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Cafone, Harold and Cramer, Ronald (1975) "Main Ideas and Important Details," Michigan Reading Journal: Vol. 9 : Iss. 3 , Article 9. Available at: https://scholarworks.gvsu.edu/mrj/vol9/iss3/9 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. MAIN IDEAS AND IMPORTANT DETAILS by Harold Cafone and Ronald Cramer Two excellent books on children's realities of teaching children. The book writing have been recently published. is a testimonial to the author's know-Teachers at the elementary or secon- ledge and understanding of children, dary levels will find either book useful. teachers, and poetry. Both contain general ideas about writ- The first levels of a new Language ing and practical teaching suggestions. Experieqce in Reading program (LEIR) The two books are described briefly are now available from Encyclopedia below: Britannica Educational Corporation, Read to write: ·Using Children's 245 North Michigan Avenue, Depart-Literature as a Springboard to Writing ment lOA, Chicago, Illinois 60611. The by John Warren Stewig. Hardback, 263 authors, Roach Van Allen, Richard pages, $9.95, Copyright 1975, Haw- Venesky, and Harry Hahn, have thorn Books, Inc., Publishers, 260 attempted to develop a comprehensive Madison Avenue, New York, New York reading program that would be an 10016. Mr. Stewig's book ranks among alternative to basal materials. The pro-the best currently available on child- gram has two major goals: 1) to meet ren's writing. His thesis is simple. Writ- the individual needs and interests of ing is a learned craft. It is motivated children and 2) to use oral language as through literature and extended a basis for developing reading and through skillful teaching on editing. writing skills. The materials include The opening chapter discusses children filmstrips, records, reading materials, and writing, followed by chapters on activity materials, and teachers guides. writing for young children, description, It is a lively, interesting program, well characterization, plot, figurative lang- conceived and cleverly executed. uage, poetry, and editing. While there have been many recent A Celebration of Bees: Helping books on the market related to the Children Write Poetry by Barbara Jus- teaching of reading in secondary ter Esbensen. Paperback, 261 pages, school, H. Alan Robinson's Teaching Copyright 1975, Winston Press Inc., Reading and Study Strategies: The 26 Groveland Terrace, Minneapolis, Content Areas is a most important one. Minnesota 55403. This is an extra- Professor Robinson has synthesized ordinary book. To read it is to be con- ideas from many sources to provide a vinced that Ms. Esbensen knows child- useful book for teachers concerned ren, understands teachers, and loves with high school reading. The book poetry. That she knows children is includes a summary of methodology clear from the sensitive way she deals for topics such as readiness, appraisal, with their writing. Her method is vocabulary strategies, patagraph func-characterized by the words accepting, tions, as well as their adaptations in respect, and improvement. That she various subject areas. Of special interest knows teachers is clear from the prac- to school committees responsible for tical advice and lively anecdotes she developing or proposing reading pro-gives. That she loves poetry is an educa- grams at the secondary level is the ted guess. The lover of poetry is best . last chapter entitled, "Special Reading equipped to talk to teachers about Services." The book may be obtained poetry providing there is an accom- from Allyn and Bacon, Inc., 4 70 Atlan-panying appreciation of the practical tic Avenue, Boston. 75 The International Reading Associa-tion is offering three new soft-back books of interest to teachers of reading at all levels. One interesting one is Reading RX: Better Teachers, Better Supervisors, Better Programs, edited by Joe Nemeth. The book is divided into three sections. The first two sec-tions deal with issues of teacher train-ing such as teacher's competencies and how these competencies are evalu-ated. The other two IRA books are con-cerned with the community and the relationship of reading to career educa-tion. K. Ahrendt's Community Col-lege Reading Programs would seem to be important in Michigan when you consider the community college growth in our state. How to appraise materials useful for teaching and organizational sources for further information are the mainstays of this book. The career education movement em-bodies a new concept of vocational education and that concept includes emphasis on reading. This emphasis is explored carefully in Reading and Career Education, a book of reading compiled by D. Nielsen and H. Hjelm of the U.S. Office of Education. The editors discuss "National Perspectives" in the first section. Following sections of the book discuss, "Reading Re-quirements in Career Education'' and "Exemplary Programs in Career Educa-tion." You may be particularly interes-ted in LeVene Olson's description of a study that seems to imply career educa-tion may be a vehicle for increasing language arts achievement. Olson con-cludes that the study " ... lends sup-port to the concept of using language arts as a vehicle for assisting students to attain language arts and career.edu-cational goals in a program integrating career education with language arts instruction." Books published by IRA may be obtained from national headquarters: 800 Barksdale Road, Newark, Dela-ware 19711. How great a cognitive deficit do you have in the area of phonemic and mor-phemic analysis? Hold on! Let us re-phrase that in English. What weak-nesses do you feel you have in pho-netic and structural analysis? (Same question.) If you've found yourself in need of information on this topic turn to Fundamentals of decoding for Teachers by Leo Schell. After a pre-test Schell provides opportunities to practice with the ideas he presents to give the reader an opportunity to mas-ter the concepts presented. The book can be obtained from Rand McNally College Publishing Co., 1975. (Dr. Harold Cafone and Dr. Ronald L. Cramer are on the staff of Oakland Univer-sity) Manuscripts, materials for review, and other potential contents for The M RA Journal may be sent to Diana Umstattd, Editor, Saginaw Board of Education, 550 Millard St., Saginaw, 48607. Deadline for consideration in Winter Issue is January 1, 1976. 76 THIRD CLASS MAIL 

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