Presents a summary of practical experiences with oral reading in a format that gives insights into why listening to children read empathetically is important. Offers guidelines on how to organize and use such a process. (FL)

This practical guidebook aims to show preschool, kindergarten, and primary teachers how to refine their literacy evaluation practices through careful "kidwatching." By observing and recording children's literacy development, teachers also develop new understandings of the ways children think and learn. Ultimately, through kidwatching,…

Notes that good oral reading can strengthen the relationship between the spoken and printed word and improve comprehension. Offers suggestions to develop students' ability to read aloud. (FL)

The Louisiana Literacy Profile has three parts: Teacher's Guide, the Manual, and the Pupil Record Sheet. The teacher's guide for the Louisiana Literacy Profile for Grades K-3 presents the background of the profile, identifies the purpose of the profile, outlines the components of the profile and gives a rationale for each of the components. The…

More than a list of activities or descriptions of strategies for teaching reading in the primary grades, this book is organized around a series of interconnected interactions with the learner: assessment; demonstration; practice; and response. After describing the role of the teacher and setting up the classroom environment, the book shows how…

Discusses three principles for use by volunteer tutors to use in monitoring children's oral reading: (1) maintaining an adequate pace in the lesson, (2) helping students make sense of what they read, and (3) helping the student to read what is actually on the page. (FL)

Describes the shared book experience, which involves having a teacher enlarge a story book, place it on an easel where everyone can see it, and then read it aloud to students. Discusses the advantages and disadvantages of this technique. (FL)

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)

Points out that ESL research argues that instructors must introduce discourse analysis, separate oral skills from reading skills, and instruct students in the various subskills needed to read different types of academic materials. Suggests that the eclectic approach to instruction most nearly fulfills these three obligations. (FL)

Offers techniques teachers can use to incorporate questioning into reading instruction. (FL)

Argues that reading aloud to teenagers can provide some of the same benefits that lap reading gives to younger children. (FL)

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)

This study, involving 8 Hispanic males (ages 7-10) with speech/language impairments, found that having the teacher discuss a story's key words and read aloud while students read the story silently was more effective than just having students read orally and more effective than discussing key words and having students read silently. (Author/JDD)

In order to get some idea of how 18- to 25-year-olds felt about some of their reading moments in school, a reading interest survey was given to 189 college students at the University of Wisconsin, LaCrosse. Females reacted more positvely to questions about the impact of teachers, home life, and methods on their feelings for reading. Oral reading…

This book discusses what can be done to extend literacy and raise literacy standards for all sections of the population, the relationship between home learning and school learning, and the role of parents in their children's education, focusing on the situation in England. It is designed to assist teachers who work cooperatively with parents in…