Describes how the combination of composition activities and oral reading encouraged a group of slow learners to read. (KS)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Humorous stories and comedy routines can form the basis for individual oral reading and comprehension activities and for group skits. (MKM)

Describes the use of oral reading, journal writing, and sharing of ideas in a seventh grade class to promote an active interest in literature and thereby increase the literacy level of the students. (SRT)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Discusses the method of repeated readings as an approach to improve the comprehension and decoding skills of disabled secondary and postsecondary school readers. (HOD)

Points out that ESL research argues that instructors must introduce discourse analysis, separate oral skills from reading skills, and instruct students in the various subskills needed to read different types of academic materials. Suggests that the eclectic approach to instruction most nearly fulfills these three obligations. (FL)

Offers opinions on teaching reading in the content area, teaching vocabulary to precollege students, helping remedial readers interact with their reading, and evaluating teacher made tests. (SRT)

Explains six instructional components, based on a psycholinguistic view of reading, for teaching the adolescent disabled reader to read. (HOD)

Readers share information on the use of the uninterrupted silent sustained reading method to change the reading attitudes of adult Native American students and on the use of taped books with high school remedial reading students. (MKM)

Argues that reading aloud to teenagers can provide some of the same benefits that lap reading gives to younger children. (FL)

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)