Offers four methods for improving the reading fluency of poor readers: three-minute repeated timings, repeated readings, taped reading, and model reading. Suggests that these methods allow the poor reader to attend to meaning. (FL)

This Project Information Package (PIP) has been designed to provide teachers with the information needed to teach in the Discovery through Reading Project, originally developed by the Clarkston School District in Michigan. The Project uses a modified tutorial approach for second- and third-grade students who encounter reading difficulties in their…

Discusses the literacy progress of an 11-year-old boy with deafness who had reading difficulties. Strategies teachers can use in the classroom are described, including using a variety of books, encouraging writing or dictating storybooks, keeping a file box of word cards, checking students' spelling, and using finger spelling. (CR)

This booklet describes the creation of a community education course to provide the one-to-one teacher-student ratio for adults and children who require it to learn to read and spell proficiently. The booklet begins with a discussion of arguments against establishing such a class, including: (1) parents cannot teach their own children; (2) teachers…

Among 26 techniques presented to assist elementary school students in four major areas of reading comprehension (literal, inferential, critical, and creative) are: visualization of a story's mood and setting; research and discussion about a story's author; and reflection on the significance of a historical story. (CB)

Problems that students may have because of their unfamiliarity with the passage structures used in many social studies textbooks are discussed. Passage structures are defined as certain rhetorical structures such as compare/constrast, general/specific, and sequence. A teaching strategy for helping students overcome these difficulties is included.…

Reflecting the large amount of evidence linking children's progress in learning to read to their phonological awareness, this manual presents a program of phonological and phonological linkage activities, a set of reproducible record sheets, and 54 picture sheets used in the program. After an introduction and guide to the program, the manual…

Intended to help students overcome their reading and spelling difficulties, this booklet describes teaching reading and spelling using the notion of five types of English words and presents extensive word lists to teach each type of word. The five types of words discussed in the booklet are "simple" (words that follow regular phonic…

This brief focuses on the word identification strategy component of the Strategic Instruction Model (SIM) and reviews recent research showing the effectiveness of this strategy for secondary students with disabilities. The word identification strategy is intended to help struggling readers decode and identify unfamiliar words and is based on the…

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Written for prospective and practicing teachers, this book is built on two major premises: firstly, that there are two broad categories of learners--inductive or traditional learners and noninductive or nontraditional learners; and secondly, that in order to prevent or remediate failure, all reading curricula must be modified to meet the needs of…

Describes a technique that helped less-able fourth grade readers develop a better understanding of story parts and how they fit together. Explains that the technique also improved reading comprehension. (FL)

Strategies that a social studies teacher can use to help intermediate grade students who read below grade level are suggested. They fall into four categories of assistance: (1) enlisting the aid of other students, (2) providing easier reading materials, (3) using methods of beginning reading, and (4) employing additional techniques. (RM)

The author describes ACT (Acting Out Central Theme), a method for dealing with psychomotor, cognitive, and affective domains in slow readers. The ACT approach involves three sessions which focus on discussion of a theme such as friendship, presentaton of the theme as a skit, and assignment of topics to individual students. (SW)

Intended to be of help to teachers who deal with students having problems in reading, this annotated bibliography examines research findings on the relationship between reading achievement and self-concept in elementary students. The introductory portion states the problem and the purpose of the study, as well as its limitations and organization.…