Language Through Reading Materials, developed for children with severe specific language disorders, are described in terms of three levels and possible applications with students who have speech and language disorders, hearing impairments, and moderate learning difficulties. (CL)

Provides examples to show how various pre-reading skills can be taught using the student's familiar environment. These skills include form perception, motor control, visual copying, visual recall, completion and closure, visual rhythm, visual sequencing, temporal sequencing, and visual/auditory discrimination. (JN)

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Describes a follow up report and evaluation of the "Writing to Read" program in the Tulsa Public Schools. Standardized test results, supported by first-hand observations, show that student scores increased over the year of the study. (MD)

Research on teacher effectiveness in reading instruction is reviewed and implications for gifted students are noted for four areas: reading diagnosis, teacher-directed instruction, opportunities to learn and practice, and engagement in learning. (CL)

Discusses the problems of overusing workbooks, dittos, and basal assessment tests in beginning reading instruction. Proposes alternatives. (FL)

Discusses the critical role vocabulary knowledge plays in metaphorical processing and gives teaching suggestions on dealing with metaphors and similes. (FL)

Explains how newspapers published on students' birthdays can be used in the classroom to stimulate reading and suggests 25 learning activities using the newspaper. (KS)

This article introduces Making and Writing Words Using Letter Patterns (MWW-LP), a variation of the popular Making Words word study and spelling instructional activity. Research indicates that proficient readers use knowledge of letter patterns such as onsets, rimes, and affixes to decode unknown words. The MWW-LP activity uses such letter…

Remedial reading can incorporate strategies to help the inefficient reader cope with situations where reading skills ordinarily would be required. Such strategies can facilitate the individual's functioning in higher education and employment and can lead to greater fulfillment. (Author/CL)

Reading teachers, who are often drafted as English-as-a-Second-Language (ESL) instructors, need to redefine their approach to reading instruction. In the ESL curriculum reading is often secondary, and the teacher must take into account such considerations as ESL students' culture and literacy level in their native languages. (SK)

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)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Children who are reading well as they enter first grade usually have extensive vocabularies and good retention. Teachers should assess the students' various levels of reading ability (word recognition and comprehension) to plan a program with differentiated methods. (CL)