Offers suggestions for effective use of the Directed Reading-Thinking Activity developed by R. Stauffer. (FL)

Outlines a procedure for direct teaching of reading skills and gives specific examples of how to use the procedure. (FL)

Offers strategies for teaching reading skills that are important in the study of mathematics. (FL)

Recommends methods which social studies teachers can use to help students improve their reading skills while studying social studies materials. Specific methods are suggested as aids to paraphrasing, summarizing, predicting, diagramming, identifying unknown words, and varying reading rates. (DB)

Presents specific ideas for using television as a springboard to instruction in reading, writing, and other subject areas. (FL)

Suggests that reading be taught through the social studies and by the experience approach on the elementary school level. An activity is described in which a short story, "Ann's Special Family," provides the focus for developing vocabulary and bringing real-life experiences into focus. (DB)

Offers exercises to assist poor readers as well as good readers in using the dictionary. (DD)

Contends that critical reading, a viable skill that contributes to the development of well-integrated human beings, demonstrates the simultaneous achievement of affective and cognitive goals. Stresses that through the integration of affective and cognitive behavior, the critical reader becomes an autonomous being. (FL)

Reports a series of experiments on the difficulty of reading and following instructions and describes activities used to help children who were poor readers learn to read instructions for specific purposes. (GT)

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Suggests ways to use readers theatre programs to teach literature while polishing reading skills. (DD)

Compares the skills and styles necessary to read articles in the "American Historical Review" 100 years ago and today. Analyzes five types of reading and notes that historians may combine two or more of these types. Discusses a type of reading called dialogic reading and argues that it offers insight into historiography. (CFR)

This study with 32 primary school children (ages 6 and 8) confirms that children read words better in context but concludes that the use of context as a routine way of compensating for poor decoding skills may lead to future reading difficulties. (DB)

Observational studies have shown that very little time is devoted to comprehension instruction in reading classes. This paper presents some techniques for comprehension instruction and some guidance on how to teach students to apply the reading skills they have learned. (26 references) (Author/LB)

Presents suggestions for bringing reading and writing to life in the classroom and helping students develop a lifelong love of both. Includes creating a refrigerator door for displaying student work, using digital notebooks, establishing a publishing center, holding lunch-bunch meetings, binding students' writing into class collections, reading…