Provides a rationale for using television as a means of instruction and presents a model for capitalizing on television as a connection to reading. Includes a sample task sheet. (TJ)

Describes how to select functional materials and techniques for teaching reading survival skills. (DD)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

Three assessment strategies to help elementary teachers gather information about their students' reading (and thus direct their teaching) include keeping running records of students' oral reading, requesting retellings of stories to determine students' comprehension, and talking seriously about reading with students to determine their overall…

Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)

Explains that shared reading uses a familiar text to help children engage in the act of reading even before they can independently decode words. Describes how it works in a kindergarten classroom within a balanced literacy curriculum and the teacher's role in its effective use. (PA)

Presents strategies designed to provide students with an organizational pattern to help them generate clear thinking, reading, and writing. (RS)

Describes how to use wordless picture books to encourage development of reading skills of Chapter One remedial reading students. (MG)

Provides strategies for teaching literature, focusing on motivating activities, literature terminology, evaluative techniques, and independent work. Presents detailed activities designed to help children cope with problems and thus promote mental health. (RS)

Describes the "Magic E," a game designed for small groups to practice decoding skills. (MM)

Describes several instructional strategies that were used in an earlier research study for moving children into successful fingerpoint-reading and beyond within the setting of a Shared Book Experience. Reports some additional data supporting the use of these strategies. (RS)

Examines the skills readers bring to the reading act, the print requirements of social studies textbooks, why breakdowns in learning sometimes occur during reader interactions with text, and possible solutions. (SR)

Describes the suggested use of three types of reading/study guides (K-W-L, Selective Reading Guide-O-Rama, and Levels of Comprehension) which can be used with students at all levels of academic and learning proficiency to help them read their textbooks with understanding. (RS)

Offers a five-step cure for educators who keep passing out dittos and workbooks to get children quiet and keep them busy. (MG)

Describes an approach to reading instruction that uses children's literature to complement basal reading instruction to create a literacy environment that teaches children to develop a lifelong love of reading. (MG)