Analyzes the grammar of Black dialect to aid teachers in distinguishing errors from "normal" dialect shifts in oral reading.

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)

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)

Describes specific training, using taped readings, designed to prepare teachers to accurately assess the oral reading of students who exhibit dialect or second language influences in their speech. (MKM)