Reviews the literature pertaining to the use of hypnosis in improving reading proficiency, describes a procedure teachers can use, and explains why they should use it. (FL)

Stresses the importance and benefits of children helping each other learn to read. Includes suggestions and guidelines to reading instructors for structuring peer-directed activities. (HTH)

Proposes using the cloze procedure as an instructional technique as well as for testing. Offers cloze exercises designed to teach vocabulary, relationships, and personal involvement. (FL)

Analyzes the procedures used in mastery learning to determine if they are consistent with those of the skills management approach to reading instruction. Concludes that they are not. (FL)

This study reviews research indicating that specific instruction in reading comprehension strategies is effective in improving comprehension for students, including those with learning disabilities. The reading strategies of highly competent readers are identified, and effective application of transactional strategies instruction with weak…

By examining the full range of uses of the cloze procedure, this book intends to help teachers use the procedure to better understand the reading behavior of their students and to assist their students in making reading progress. Chapter 1 defines the cloze procedure and discusses the similarities and differences in reading processes when using…

Research based teaching strategies for improving the reading comprehension of mildly handicapped students include identifying learning goals, breaking goals into simpler units, ordering instruction developmentally, and teaching the use of metacognitive strategies for reading. (CB)

Reviews theories on cognition and perception as they relate to language and the arts and presents research supporting an arts-centered curriculum as beneficial to language and reading development. (FL)

Identifies 10 areas that are vital to successful remedial reading instruction and offers specific suggestions of ways to ensure success in each area based on a theoretical view of reading as an active, thinking process influenced by a child's conceptual abilities and language experience. (FL)

Research has consistently shown that vocabulary knowledge, including both word recognition skills and understanding of word meaning, is highly predictive of achievement in other aspects of reading--oral and silent reading and comprehension. The importance of instruction in word recognition and decoding has been recently demonstrated by the rise in…

Noting that good reading comprehension is aided by the reader's attention to text organization, this paper presents a rationale and method for teaching students to map content materials. The paper begins by noting research demonstrating that good comprehenders attend to text organization. It then briefly reviews research related to the impact on…

This Practice Guide is the first in a series of the Institute of Education Sciences (IES) guides in education that are developed by a panel of experts. The guides are intended to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single intervention or programs. This…

Presenting the viewpoint that teaching reading is not an "either/or" situation of phonics versus whole language, this book offers a comprehensive compilation of research and best practice on the specifics of skill development and how skills should be organized, taught, and integrated into the language arts program. The book helps…

This report presents evaluation information concerning a 1993 New York City Chapter 1 summer program's four components: Project Welcome Plus/Study Skills in Communication Arts (PWP/CA); the programs Basic Skills Academy/Comprehensive Competencies program and Auxiliary Service for High Schools Basic Skills; Basic Reading; and Project YOU. These…

This report analyzes the longitudinal effects of schoolwide Chapter 1 initiatives on student reading achievement in 40 elementary schools in a large urban school district. The analyses find that, compared to control students, first-graders in schoolwide projects showed no achievement effects, second-graders showed positive significant effects,…