An approach to teaching writing and reading to learning disabled adolescents involves controlling the vowel from the simplist word constructions to the most difficult of orthographic constructions. Teaching strategies are based on a model that views most words as regular (categorical)--some more regular (categorical) than others. (Author)

Argues that questions can guide the course of knowledge acquisition and that they, combined with other factors, can create the figure and ground of text. (FL)

For textbook reading assignments to be effective, teachers must develop well-defined procedures for making the assignments clear and relevant to the students and their experiences. Guidelines are offered. (Author/WD)

Describes a pattern book activity that provides a means of introducing and reinforcing high frequency vocabulary within a language experience approach. (FL)

Suggests 10 questions teachers should ask themselves before buying materials to teach reading skills. (FL)

Presents a technique for use with large groups of children to provide them with practice in fluent reading. (FL)

Defines the flexible reader, suggests methods of assessing reading flexibility, and presents a strategy for teaching reading flexibility in secondary level content area classrooms. (FL)

Offers an instructional strategy that could be adopted by teachers and modified to fit a variety of classroom reading situations: DIRP--demonstration, interaction, reclarification, and practice. (FL)

Discusses the concept of reading flexibility; suggests a two-step instructional procedure (termed ReFlex Action) for teaching children to be flexible in reading rate and purpose. (DD)

Suggests that by modifying the manner in which workbook pages are presented to students, teachers can increase their effectiveness as teaching tools. (FL)

Offers Request, the Directed Reading-Thinking Activity, the Expectation Outline, the Prereading Guided Reading Procedure, Word Wonder, and Semantic Webbing as techniques that use many of the basic principles of the directed reading activity while adjusting to the needs of specific materials and students. (FL)

The author introduces 10 articles on language arts and learning disabilities (LD) and presents evidence for her contention that reading should be viewed within the context of a general model of language. For related information see EC 132 759-768. (CL)

Offers suggestions for systematizing over-the-shoulder reading conferences during class time. (MKM)

Suggests ten teaching strategies for combining reading skills development and physical education instruction. (MKM)

Argues that allowing students five seconds to think about a question both before and after they answer it improves the quality of the answers they give. (FL)