Based on the idea that word identification is a group of strategies that children develop as they learn to read, not a single letter-sound by letter-sound pathway to pronunciation, this book invites teachers to support readers as they develop and use many different world identification strategies. Chapters in the book are: (1) Using the Alphabetic…

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)

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)

Argues that the literature classroom is a forum for negotiating and renegotiating the culture and is not merely a means of transmitting knowledge and values to students. Argues that the consumerist attitude of Bloom and Hirsch towards education must be replaced by an adaptation of Barthes' strategy of rereading literature. (RS)

Discusses classroom use of mini-reading conferences (lasting no more than two minutes) on such topics as changing the book a student is reading and following up on a particular skill assignment. (RS)

Discusses the revised Extended Anticipation Guide, which is designed to reveal students' misconceptions about topic and to help students to understand exposition. (PRA)

Takes a "snapshot" of a senior Literature class to see how all the participants--including the teacher--developed greater sophistication in their reading skills, while simultaneously cultivating their pleasure and appreciation of more challenging texts. Explores other aspects of the "interpretive community" of the classroom,…

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…

Notes that PowerPoint is an especially useful program for teaching text structure to college reading students. Discusses how this may be accomplished, as well as directions for creating a presentation from the preexisting templates and backgrounds provided in the program. Directs how to print overheads and handouts of the presentation. (SG)