Outlines procedures by which teachers can foster and speed up student vocabulary growth. Discusses three aspects of categorization: word fluency, the list-group-label lesson, and feature analysis. (RL)

Discusses objectives that can be accomplished through the study of proverbs. Suggests a number of exercises involving proverbs that can be used to improve reading comprehension and hone writing skills and to develop a vocabulary. (RBW)

Shares some warnings and positive suggestions about preparing students for the Scholastic Aptitude Tests (SATs). Urges teachers to concentrate on improving students' reading and writing skills rather than have students memorize long lists of big words. (RL)

Describes six characteristics of mature readers and gives suggestions for helping students attain these characteristics. (DF)

Describes how to involve nonreading students in the printed word. (DD)

Levels of comprehension skills in the reading of literary works are identified and represented in a set of questions comprising an informal reading inventory. Literal and inferential levels of comprehension are explained, and ground rules for developing a set of inventory questions are presented for use. (DF)

Describes a high school course entitled "Developmental/Speed Reading" and the positive effects of having a wide range of reading levels produce peer pressure toward reading improvement. (RL)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Recommends reading aloud to students or having them read aloud themselves as a way of stimulating their interest in what they are reading about and in reading itself. (JL)