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'…

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for…

Describes an inductive categorization strategy for helping children develop word recognition ability. Closes with theoretical and interpretive comments that support the use of the word sort teaching strategy. (FL)

Presented are several word and sentence puzzles, both simple and complex, for student use. All involve various-shaped grids made up of squares for letter or word fill-ins. (Author/SJL)

Eleven autistic children, age 8-19, were administered a variation of the Stroop task which involved comprehending single words that differed along a concrete-abstract dimension and that exhibited varying amounts of interference. Both concrete and abstract words appeared as meaningful to autistic children as to reading-matched controls. (Author/JDD)

A method for teaching sight words to elementary level learning disabled children is proposed which relies on input organization, a strategy in which teachers reorganize information into small, related units for instruction. Also included are sample word categories, results of the method's use, and recommendations for use. (DB)

Configuration words containing clues and typical print can help learning disabled children from kindergarten up to learn spatial relationship terms. Suggestions are offered for choosing, introducing, and using the words as well as for encountering the words in new situations. (CL)

(SBH)

Reasons for reading difficulties are explored, such as failure to understand the language of instruction and the conventions of print, lack of time, etc. The "hypothesis test technique" is recommended for training students to use context, sentence meaning, and single letter cues to recognize a word. (JDD)

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)

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)

Describes a content-oriented instructional method that relies on the vocabulary resources of a group of learners to help them understand the impact of words in various contexts. (FL)

Describes 44 methods for introducing, reinforcing, and extending vocabulary in the reading program. (FL)

Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Offers a vocabulary testing technique that requires the student to match the description of a situation or the expression of an idea with a word to which the situation or idea alludes. (FL)