Included in this series of suggestions were ideas on how to make maps and on games that help students develop their reading skills. (RK)

Presents ten activity cards which can be used in developing students' defining skills. (DD)

The article examines causes of adult illiteracy and notes the effects of failure to progress at the early stages of reading development, often due to inadequate language experience and stimulation. Suggestions for promoting language acquisition and comprehension are offered. (CL)

Outlines the story of one first-grade student's successful struggle with learning to read. (MD)

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)

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

Criticizes use of round-robin oral reading and suggests ways in which oral reading can be effective. Some uses of oral reading in the social studies classroom are during class discussion and after silent reading for comprehension, with captioned filmstrips, for vocabulary development activities, and for expressive, audience-oriented reading. (KC)

Techniques are given for helping students learn to read for meaning and to relieve their anxieties about reading. A selected bibliography is appended. (LH)

Discusses ways that teachers might aid pupils in reading content area textbooks. (FL)

Discusses the phonics v whole-word controversy in the teaching of reading and defends the use of the phonics approach for certain purposes. (DD)

Suggests several activities to be used with variants of folk tales to develop an appreciation of folklore in children and sharpen their critical reading skills. (DD)

This article discusses the distinctions between literal and critical reading and explains the role that word recognition ability plays in critical reading behavior. It concludes that correct word recognition provides the raw material on which higher order critical reading is based. (DB)

Describes how to use drama to help students live through and see what they are reading, thus enjoying reading more. The workshop offers strategies for reading and writing dramatic texts. A reading and writing workshop poster on a Midsummer Night's Dream is included. A reproducible sheet allows students to use their imaginations to create dramatic…

Think-alouds during reading allow teachers to model their thinking by voicing all the things they are noticing, doing, seeing, feeling, and asking as they process the text. Inferencing is essential for students to comprehend a wide variety of texts successfully. This article describes how teachers can use think-alouds to lend their language and…