Describes a plan designed to encourage students to read aloud by offering them bonus points for reading, letting them read as long as they want, and allowing them to designate the next oral reader. (RS)

Suggests ways to include readers theater in the English curriculum. (MKM)

Explains steps in teaching students from grade 8 to read a selection orally with interpretive skill. (MKM)

The FRI and GORT tests are reviewed with attention to test rationales and purposes, test development, test administration, and making the purchase choice. Concludes that the FRI is the preferable test. (JK)

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

Describes how requiring high school English students to read aloud their written material can improve students' oral reading, writing, and listening skills dramatically. Shares four units of study that have led to successful written and oral pieces. (SR)

Describes the uses and limitations of the revised Reading Evaluation Adult Diagnosis test. (HOD)

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

Reports on a study that found that a large proportion of adult poor readers reported negative memories of reading aloud in school. Also found that dislike of oral reading increased with reading ability, was present equally among men and women, and was less common among Blacks than Whites. (ARH)

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)

Studies the responses of four teachers to errors made in oral reading. Concludes that although they used more than one strategy, the "tell" method of instant correction was used far more often than any other. Urges reading teachers to determine which methods are best for each student. (RS)

Identifies the miscues adult Chinese learners of English typically make in their reading, the positive and negative impact of first language influence on their foreign language reading, and the role language development plays in reading comprehension. (RS)

Describes how hearing children's books read aloud in their undergraduate methods class not only helped students learn more about children's literature but also sensitized them to the value and fun of reading aloud. (HOD)

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)