This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

An ABAB withdrawal design was used to investigate the effects of explicit timing on accurate oral reading rate of sight word phrases of four elementary students demonstrating difficulty with reading. During baseline the students were exposed to flash cards with sight word phrases and asked to read them out loud and were not made aware that they…

Discusses the concept of reading flexibility; suggests a two-step instructional procedure (termed ReFlex Action) for teaching children to be flexible in reading rate and purpose. (DD)

Describes four teaching techniques which help poor readers experience decoding automatically. (MKM)

A strategy developed in Bulgaria for instruction in the Russian alphabet is described and discussed, and instructional materials are listed. The technique, based on suggestopedic methods, teaches letters not separately but as parts of words and sentences, and no comparisons are made with the Latin alphabet. (MSE)

An alternative to readability formulas and achievement tests to let high school students read orally and then recount what they read. Vocabulary scores and oral reading rates were demonstrated as the best predictors of test performance with a minimum oral reading rate of 135 words per minute necessary to profit from textbooks. (Author/DB)

A study with 18 deaf high school students found that skills that actually contribute to reading proficiency included use of prior text information, prior knowledge, reading speed and consistency, use of active memory for function words and inflections, and correct processing of relative clauses and the passive voice. Instructional implications are…

Describes a German longitudinal study of the relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Reports that the relationship between memory capacity and phonological awareness remained stable over time. Concludes that memory capacity predicted phonological awareness task performance, phonological…

A speed reading technique is described for use with reluctant readers. The technique uses timed probes with practically any reading material, to heighten student motivation in addition to increasing fluency. Methods for self-recording progress data and strategies for building fluency are described. (JDD)

Four methods of monitoring oral reading rate progress were compared, with 48 elementary age students with learning disabilities. Although no significant differences were found among conditions, results suggest that self- or peer monitoring can be employed (with accuracy of measurement equal to that of teacher monitoring) as an efficient method of…

Shares some warnings and positive suggestions about preparing students for the Scholastic Aptitude Tests (SATs). Urges teachers to concentrate on improving students' reading and writing skills rather than have students memorize long lists of big words. (RL)

Describes the Neurological Impress Method (NIM) of developing reading fluency, the uses of NIM with readers aged 3 to 30, and methods of adapting NIM to the general classroom situation. (AEA)

Investigated the comparative effects of a structured group counseling program versus a nondirective program on both emotional adjustment and reading achievement in elementary school students (N=24). Results supported the structured program for improvement of reading comprehension level as well as self-concept, trait-anxiety, and state-anxiety.…

Describes Brigham Young University's reading and study skills course for law students, which is designed to increase reading speed and comprehension. Explains the use of the FAIR (Facts, Action, Issues, and Reasoning) system for analyzing law cases. Covers student reactions and modifications implemented in course design. (AYC)

Contributors offer teaching ideas, including: using Sherlock Holmes mysteries to teach character and plot development, using materials supplied by the athletic coaches in the reading laboratory, and using individualized reading in the content areas. (AEA)